Insights provided into the decolonisation of the science curriculum, and teaching and learning of indigenous knowledge, using Cultural-Historical Activity Theory
Open accessAbstract
This article explores the budding scholarship related to the decolonisation of the South African curriculum, by making use of third-generation Cultural-Historical Activity Theory (CHAT) as a lens. In the article the authors advocate for the use of indigenous knowledge as a vehicle for curriculum transformation. The article has a binomial nature, in so far that the first section considers the decolonisation of the higher education curriculum through the infusion of indigenous knowledge, by making use of CHAT. The last section reflects on empirical findings of a teacher professional development (TPD) intervention related to epistemological border-crossing between indigenous knowledge and natural sciences. CHAT is especially valuable in indigenous knowledge (IK) research, due to its emphasis on both cultural and historical contexts. In-service natural sciences teachers were assisted in their professional development to better contextualise the school curriculum for culturally diverse learners, through the infusion of indigenous knowledge. The findings reveal that there are tensions between the intended and realised curriculum, and that teacher professional development does not necessarily lead to the transfer of knowledge and skills in the classroom. Using indigenous knowledge as a vehicle to decolonise the curriculum, holds affordances for the rediscovery and appreciation of people’s own history, culture, language and identity.
AI snapshot
Written from the paper’s full text.
TL;DR
The paper uses third-generation Cultural-Historical Activity Theory (CHAT) to examine decolonising the South African science curriculum through indigenous knowledge, combining conceptual argument with an empirical teacher professional development (TPD) intervention. It finds tensions between the intended and realised curriculum and shows that TPD does not necessarily transfer into classroom practice, although the second TPD cycle showed better alignment and more indigenous knowledge inclusion than the first.
Key findings
- On the VNOIK questionnaire, informed views increased after TPD from 12% to 46% in cycle 1 (N = 62) and from 21% to 75% in cycle 2 (N = 37); uninformed views fell to 0% in both cycles.
- Classroom observations and portfolios showed changes in teaching approaches and more effective transfer of indigenous knowledge in cycle 2 than cycle 1, but in both cycles there were limited examples of effective infusion of indigenous knowledge into lesson plans.
- CHAT analysis of cycle 1 revealed a “contradiction of control”: teachers reverted to transmission-mode teaching and did not infuse indigenous knowledge despite improved VNOIK understandings, with tensions from pace setters, lack of resources, and little teacher agency. Cycle 2 showed less contradiction, better alignment between TPD and classroom activity systems, more tools due to funders, and better critical teacher reflection, though transmission-mode teaching was not entirely shunned.
- Interviews in both cycles indicated insufficient time and pressure to finish the CAPS curriculum and produce good results as barriers to implementing indigenous knowledge.
Methods
- Design-based research with two TPD cycles: cycle 1 involved 62 Natural Sciences and/or Life Sciences teachers in Limpopo Province in 2016; cycle 2 involved 37 teachers in the Northern Cape Province in 2017. Convenience sampling was used with qualified teachers enrolled in a short learning programme.
- Data were collected through the VNOIK questionnaire, portfolios with lesson plans, classroom observations using the Reformed Teaching Observation Protocol (RTOP), and individual interviews.
- Analysis used a rubric indicating informed, partially informed, or uninformed views; a 5-point RTOP Likert scale from 0 to 4; Saldana in-vivo coding to form categories and themes; and third-generation CHAT. Ethical clearance was obtained (NWU-00271-16-A2), and participation was voluntary.
Limitations
- The paper does not include a formal limitations section. It acknowledges that Figure 2 presents a generic classroom activity system, although each observed classroom should actually be an activity system on its own.
- Evident from the text: only five lessons were observed after both TPD cycles, sampling was by convenience, and transfer is inferred from teacher-level data—questionnaires, portfolios, observations, and interviews—rather than direct student learning outcomes.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
2 of 20 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured
- Premisecitation
Using indigenous knowledge as a vehicle to decolonise the curriculum holds affordances for rediscovery and recovery.
“Using indigenous knowledge as a vehicle to decolonise the curriculum, holds affordances for rediscovery and recovery, a process that Le Grange (2019, 29) describes as “whereby colonised peoples rediscover and recover their own history, culture, language and identity”.”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Le Grange (2019, 29) source
The indexed copy contains a book synopsis and chapter list, but no text from Le Grange’s chapter or page 29. Searches for the quoted definition and for rediscovery and recovery in relation to indigenous knowledge found no passage that verifies the attributed claim. (LLM, conf=0.70)
Experimental — accuracy not yet measured
- Rests on an assumption: Science and indigenous knowledge are intersecting domains.
- Premisecitation
Teacher professional development involves teacher learning that enables transfer into student learning that takes place in the classroom.
“This can be done using teacher professional development as this involves teacher learning that enables transfer into student learning (Kennedy 2014) that takes place in the classroom.”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Kennedy 2014 source
In “The state of the literature in CPD” (page not available), Kennedy describes good teacher learning as central to good pupil learning and reports that student learning outcomes and classroom practices are expected areas of CPD impact. The paper presents this as a policy discourse and an expectation, rather than establishing that teacher learning necessarily transfers into student learning in the classroom. (LLM, conf=0.84)
Experimental — accuracy not yet measured
- Rests on an assumption: Most teachers were not trained in indigenous knowledge systems.
- Findingnone given
The pace setters provided by the Department of Education are time frames that are religiously adhered to by teachers.
“The “pace setters” provided by the Department of Education are time frames that are religiously adhered to by teachers.”
Quote in the paperSubstantial claim - Findingown data
The teachers did not attempt to infuse indigenous knowledge into the curriculum content.
“The data showed that the teachers did not attempt to infuse indigenous knowledge into the curriculum content.”
Quote in the paperSubstantial claim - Findingnone given
The portfolios submitted after cycle 2 provided more evidence of problem-based and cooperative learning strategies.
“The portfolios submitted after cycle 2 provided more evidence of problem-based and cooperative learning strategies.”
Quote in the paperNot a substantial claim
- Findingown data
After the intervention, teachers reverted to transmission-mode approaches in their lesson plans.
“However, the data (especially the lesson plans [RTOP] in the portfolios, and the lesson observations) showed that they reverted to transmission-mode approaches (in the lesson plans) after the intervention (triangle on the right).”
Quote in the paperSubstantial claim - Findingown data
After the TPD, more teachers in cycle 2 had informed views compared to teachers in cycle 1.
“Comparing the two cycles, it is clear that after the TPD, more teachers in cycle 2 had informed views compared to teachers in cycle 1.”
Quote in the paperSubstantial claim- Rests on an assumption: Most teachers were not trained in indigenous knowledge systems.
- Findingown data
The same systemic pressures exist for cycle 2 teachers as for those surveyed in cycle 1.
“The same systemic pressures exist for these teachers as for those surveyed in cycle 1, but the cycle 2 teachers were more willing to exchange transmission approaches for problembased and cooperative learning approaches -despite facing the same challenges in terms of demanding pace setters, or expectations from parents and principals.”
Quote in the paperNot a substantial claim - Findingnone given
Little evidence of teacher agency was shown.
“Unfortunately, little evidence of teacher agency was shown.”
Quote in the paperNot a substantial claim - Findingown data
Teachers developed better understandings of the nature of indigenous knowledge, as shown by the VNOIK instrument.
“This is in contrast to the data obtained through the VNOIK instrument which showed that teachers developed better understandings of the nature of indigenous knowledge.”
Quote in the paperSubstantial claim - Findingown data
In cycle 2 (N=37), the percentage of teachers with an informed understanding of the nature of indigenous knowledge increased from 21% pre-questionnaire to 75% post-questionnaire.
“Informed | 12 | 46 | 21 | 75”
Quote in the paperSubstantial claim - Findingreasoning
Transmission-mode teaching was not entirely shunned in cycle 2.
“However, this does not mean that “transmission-mode” teaching was entirely shunned in cycle 2.”
Quote in the paperNot a substantial claim - Findingown data
During both cycles, teachers indicated that there was not enough time to implement indigenous knowledge in the science curriculum as they needed to finish the curriculum.
“During both cycles, teachers indicated that there was not enough time to implement indigenous knowledge in the science curriculum as they needed to finish the curriculum.”
Quote in the paperSubstantial claim - Findingown data
One teacher improvised learning activities and resources by providing the outline of a project-based assignment requiring learners to engage in an ethnobotanical survey.
“One exception was a teacher who improvised learning activities and resources, when she provided the outline of a project-based assignment, which required the learners to engage in an ethnobotanical survey.”
Quote in the paperSubstantial claim - Findingown data
In cycle 1 (N=62), the percentage of teachers with an informed understanding of the nature of indigenous knowledge increased from 12% pre-questionnaire to 46% post-questionnaire.
“Informed | 12 | 46 | 21 | 75”
Quote in the paperSubstantial claim - Findingown data
There are tensions between the intended and realised curriculum.
“The findings reveal that there are tensions between the intended and realised curriculum, and that teacher professional development does not necessarily lead to the transfer of knowledge and skills in the classroom.”
Quote in the paperSubstantial claim - Findingnone given
Teachers generally agreed during the TPD to exchange chalk-and-talk approaches for problem-based and cooperative learning strategies.
“Teachers generally agreed during the TPD to exchange “chalk-and-talk” approaches for problem-based and cooperative learning strategies.”
Quote in the paperSubstantial claim - Findingown data
There is better alignment between the object of the TPD activity system and that of the post-TPD classroom in cycle 2, in so far as many portfolio lessons provided evidence of engaging learners in problem-based learning and inquiry activities.
“There is better alignment between the object of the TPD activity system (on the left) and that of the post-TPD classroom (on the right), in so far as many portfolio lessons provided evidence of engaging learners in problem-based learning and inquiry activities.”
Quote in the paperSubstantial claim - Findingown data
In both cycles, there were limited examples of effective infusion of indigenous knowledge into lesson plans.
“However, in both cycles, there were limited examples of effective infusion of indigenous knowledge into lesson plans.”
Quote in the paperSubstantial claim - Findingown data
There is less of a contradiction of control in the second cycle than in the first cycle.
“When comparing the juxtaposed activity systems in Figure 3 (cycle 1) with Figure 4 (cycle 2), it is clear that there is less of a contradiction of control in the second cycle.”
Quote in the paperSubstantial claim - Findingown data
Teacher professional development does not necessarily lead to the transfer of knowledge and skills in the classroom.
“The findings reveal that there are tensions between the intended and realised curriculum, and that teacher professional development does not necessarily lead to the transfer of knowledge and skills in the classroom.”
Quote in the paperSubstantial claim - Interpretationcitation
Such an activity alone will not provide students with a true understanding of the true nature of indigenous knowledge systems.
“However, such an activity alone will not provide students with a true understanding of the true nature of indigenous knowledge systems.”
Quote in the paperNot a substantial claim- Rests on an assumption: Indigenous knowledge is holistic and includes metaphysical aspects.
- Premisecitation
Under the Apartheid regime, the Suppression of Witchcraft Act of 1957, first introduced in 1895, outlawed all metaphysical aspects of indigenous knowledge, such as divination and premonition.
“De Beer and Whitlock (2009, 210) make it clear that, under the Apartheid regime, the Suppression of Witchcraft Act of 1957, which was first introduced in 1895, outlawed all metaphysical aspects of indigenous knowledge, such as divination and premonition (which is at the heart of healing practices in Africa).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites De Beer and Whitlock (2009, 210)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning
Exclusion of metaphysical aspects would mean that an incomplete picture is painted of indigenous knowledge systems.
“One's first reaction is that such”
Quote in the paperSubstantial claim- Rests on an assumption: Indigenous knowledge is holistic and includes metaphysical aspects.
- Premisecitation
The traditional plant 'impinda' (Adenia gummifera) serves the same purposes as disinfectants and bleaches in modern homes, namely to kill micro-organisms that could cause disease.
“De Beer and Van Wyk (2019, 130) show that”
Quote in the paperSubstantial claim0 of 1 sources checked- cites De Beer and Van Wyk (2019, 130)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
For decades, indigenous knowledge systems were marginalised in South Africa, due to the political dispensation.
“One should consider that, for decades, indigenous knowledge systems were marginalised in South Africa, due to the political dispensation.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites De Beer and Whitlock (2009, 210)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationcitation
Teachers' adherence to tight schedules often results in transmission-mode teaching, as many teachers see this as a more effective strategy in preparing learners for the examination.
“Teachers' adherence to these tight schedules often results in transmission-mode teaching, as many teachers see this as a more effective strategy in preparing learners for the examination (Mentz and De Beer 2017;2019a;De Beer and Mentz 2016).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Mentz and De Beer 2017;2019a;De Beer and Mentz 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationcitation
Systemic pressure on teachers to produce good results negatively affects the realisation of the desired object of infusing indigenous knowledge into curriculum topics using inquiry learning approaches.
“The systemic pressure on teachers to produce good results (refer to the rules in the triangle on the right, in Figure 3) negatively affects the realisation of the desired object (infusing indigenous knowledge into curriculum topics using inquiry learning approaches).”
Quote in the paperSubstantial claim
- Classified as probably not a substantial claim. 22
- May combine two claims. 13
Probably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataDuring the ethnobotanical survey, the learners had to develop an inventory of the major medicinal plants used in their area.
“During this survey, the learners had to develop an inventory of the major medicinal plants used in their area.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingnone givenCycle 2 teachers were more willing to exchange transmission approaches for problem-based and cooperative learning approaches despite facing the same challenges in terms of demanding pace setters, or expectations from parents and principals.
“The same systemic pressures exist for these teachers as for those surveyed in cycle 1, but the cycle 2 teachers were more willing to exchange transmission approaches for problembased and cooperative learning approaches -despite facing the same challenges in terms of demanding pace setters, or expectations from parents and principals.”
Quote in the paperSubstantial claimMay combine two claims.
Findingnone givenUnder division of labour, there was better evidence of critical teacher reflection and this contributed to the realisation of the object.
“Under “division of labour”, there was better evidence of critical teacher reflection and this also contributed to the realisation of the object.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
FindingcitationThe teacher and her learners interviewed five local knowledgeable people and developed an elementary ethnobotanical knowledge index (EKI) for the participants, as well as a species popularity index (SPI).
“The teacher and her learners also interviewed five local, knowledgeable people and developed an elementary ethnobotanical knowledge index (EKI) for the participants, as well as a species popularity index (SPI) (De Beer and Van Wyk 2011).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites De Beer and Van Wyk 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Findingown dataThe portfolios showed better evidence of the inclusion of indigenous knowledge and more effective transfer of competencies to the classroom after the intervention in cycle 2.
“The portfolios also showed better evidence of the inclusion of indigenous knowledge and provides evidence of more effective transfer of competencies to the classroom after the intervention.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataThere are fewer tensions in the activity system in cycle 2, as the presence of a third partner (funders) resulted in more tools (laboratory equipment) being made available to engage in meaningful laboratory inquiry work in the classroom.
“There are also fewer tensions in the activity system, as the presence of a “third partner” (funders) resulted in more tools (laboratory equipment) being made available, to engage in meaningful laboratory inquiry work in the classroom.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataChanges in teaching approaches and in the effective transfer of indigenous knowledge were noted during the observed lessons in the second cycle, compared to cycle 1.
“Changes in teaching approaches and in the effective transfer of indigenous knowledge were noted during the observed lessons in the second cycle, compared to cycle 1.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
InterpretationreasoningEthnobotany could be an effective vehicle to better contextualise the botany curriculum for culturally diverse students.
“By way of example, ethnobotany (the study of how cultural groups have traditionally used plants as food or medicine), could be an effective vehicle to better contextualise the botany curriculum for culturally diverse students.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationThird-generation CHAT shows potential levels of tensions, conflict or 'dramatical collisions'.
“Third-generation CHAT shows potential levels of tensions, conflict or in activity theory language,”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Veresov 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe object is the central construct in an activity system.
“The object is the central construct in the activity system (Engeström 2009).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Engeström 2009 source
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningCHAT is especially valuable in indigenous knowledge research, due to its emphasis on both cultural and historical contexts.
“CHAT is especially valuable in indigenous knowledge research, due to its emphasis on both cultural and historical contexts.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe finding that teachers' adherence to tight schedules often results in transmission-mode teaching also emerged from other studies.
“This finding also emerged from other studies (Ramnarain and Schuster 2014).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ramnarain and Schuster 2014 source
Probably not a substantial claim: may not pass S2 (checkable).
Premisenone givenCHAT provides a lens to critically look at the complex epistemological border-crossing between the natural sciences and indigenous knowledge systems.
“CHAT provides a lens to critically look at the complex epistemological border-crossing between the natural sciences and indigenous knowledge systems”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductcitationThe Reformed Teaching Observation Protocol (RTOP) instrument was used during classroom observations after the intervention to determine whether the transfer of new knowledge and skills took place.
“The Reformed Teaching Observation Protocol (RTOP) instrument (Sawada, Piburn, and Judson 2002) was used during classroom observations after the intervention, to determine whether the transfer of new knowledge and skills took place.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Sawada, Piburn, and Judson 2002 source
May combine two claims.
InterpretationcitationIndigenous knowledge holds promise to better contextualise curriculum themes to culturally diverse learners and promote cognition.
“Indigenous knowledge also holds promise to better contextualise curriculum themes to culturally diverse learners, and promote cognition.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Chahine (2013) source
- Rests on an assumption: Science and indigenous knowledge are intersecting domains.
Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.
Interpretationnone givenCHAT provides a lens to critically look at the complex epistemological border-crossing between science and indigenous knowledge, and could assist curriculum developers to consider guidelines (rules) that should govern the inclusion of indigenous knowledge in the curriculum/classroom, as well as the most appropriate tools (pedagogies) to facilitate such border-crossing.
“CHAT provides a lens to critically look at the complex epistemological border-crossing between science and indigenous knowledge, and could assist curriculum developers to consider aspects such as guidelines (“rules”) that should govern the inclusion of indigenous knowledge in the curriculum/classroom, as well as the most appropriate “tools” (pedagogies) to facilitate such border-crossing.”
Quote in the paperNot a substantial claim- Rests on an assumption: Science and indigenous knowledge are intersecting domains.
May combine two claims.
InterpretationreasoningThe traditional higher education curriculum and transformed curriculum activity systems differ in rules and tools, which could lead to tensions in an activity system.
“However, the activity systems differ in terms of”
Quote in the paperSubstantial claim- Rests on an assumption: The western science curriculum is objective and reductionist.
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationnone givenCHAT is a metatheoretical framework that could assist curriculum developers and researchers alike in interpreting data in complex educational settings.
“CHAT is a metatheoretical framework that could assist curriculum developers, and researchers alike, in interpreting data in complex educational settings.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationMost indigenous knowledge systems are characterised by metaphysical aspects, such as 'magic' plant use.
“De Beer (2020) emphasises that most indigenous knowledge systems are characterised by metaphysical aspects (”
Quote in the paperSubstantial claim0 of 1 sources checked- cites De Beer (2020)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Rests on an assumption: Indigenous knowledge is holistic and includes metaphysical aspects.
May combine two claims.
InterpretationcitationA lack of resources negatively affects the desired object, as many teachers view the absence of a laboratory as a factor preventing inquiry learning.
“Another “tension” highlighted by CHAT is that the data shows that a lack of resources (refer to tools) also negatively affects the desired object, as many teachers view the absence of a laboratory as a factor in preventing inquiry learning (De Beer 2016;Cronje 2015).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites De Beer 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Cronje 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThere are often rational explanations for 'magic' plant use upon closer inspection.
“De Beer and Van Wyk (2019) claim that there are often rational explanations for”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites De Beer and Van Wyk (2019)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Interpretationnone givenActivities such as the Kirby-Bauer technique will highlight shared tenets between science and indigenous knowledge, for example that both have an empirical base.
“Such an activity will highlight the shared tenets between science and indigenous knowledge, e.g., that both have an empirical base.”
Quote in the paperNot a substantial claim- Rests on an assumption: Both science and indigenous knowledge have an empirical base.
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningIndigenous knowledge holds affordances to better contextualise and decolonise the western curriculum.
“Indigenous knowledge holds affordances to better contextualise, and”
Quote in the paperNot a substantial claim- Rests on an assumption: Indigenous knowledge is holistic and includes metaphysical aspects.
Probably not a substantial claim: may not pass S4 (based).
Premisenone givenCultural-Historical Activity Theory (CHAT) is especially valuable in indigenous knowledge research because it emphasises both cultural and historical contexts.
“CHAT is especially valuable in indigenous knowledge (IK) research, due to its emphasis on both cultural and historical contexts.”
- Also stated in: § INTRODUCTION: INDIGENOUS KNOWLEDGE AND DECOLONISING THE CURRICULUM · plain
“The Cultural-Historical Activity Theory (CHAT) lens is especially valuable in indigenous knowledge research, due to its emphasis on both cultural and historical contexts.”
Quote in the paperNot a substantial claim- Also stated in: § INTRODUCTION: INDIGENOUS KNOWLEDGE AND DECOLONISING THE CURRICULUM · plain
Classified as probably not a substantial claim.
InterpretationreasoningThe article showed the utility value of CHAT as a research lens when indigenous knowledge is considered as a vehicle to decolonise the curriculum.
“In this article, we showed the utility value of CHAT as a research lens when indigenous knowledge is considered as a vehicle to “decolonise” the curriculum.”
Quote in the paperSubstantial claim- Rests on an assumption: Science and indigenous knowledge are intersecting domains.
Probably not a substantial claim: may not pass S2 (checkable), S4 (based).
Interpretationnone givenUsing indigenous knowledge as a vehicle to decolonise the curriculum holds affordances for the rediscovery and appreciation of people's own history, culture, language and identity.
“Using indigenous knowledge as a vehicle to decolonise the curriculum, holds affordances for the rediscovery and appreciation of people's own history, culture, language and identity.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationThe complexity of the object in an activity system often results in a contradiction of control and can be considered a barometer of tensions.
“The complexity of the object in an activity system often results in what McNeil (2013) refers to as the “contradiction of control”, and can be considered as a barometer of tensions (Mentz and De Beer 2017;2019a).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites McNeil (2013)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Mentz and De Beer 2017;2019a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationNot all opportunities result in teacher change and very few result in students achieving the required outcomes.
“However, not all opportunities result in teacher change and very few result in students' achieving the required outcomes (Garet et al. 2001).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Garet et al. 2001 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductcitationThe views-on-the-nature-of-indigenous-knowledge (VNOIK) questionnaire determines teachers' understandings of the nature of indigenous knowledge and its alignment to the tenets of science.
“The views-on-the-nature-of-indigenous-knowledge (VNOIK) questionnaire (Cronje et al. 2015) determines teachers' understandings of the nature of indigenous knowledge, and its alignment to the tenets of science.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Cronje et al. 2015 source
Classified as probably not a substantial claim.
InterpretationreasoningThe contradiction of control refers to the misalignment of the objects of the juxtaposed activity systems.
“The “contradiction of control” therefore refers to the misalignment of the objects of the juxtaposed activity systems.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable). May combine two claims.
InterpretationreasoningCHAT could assist curriculum developers to consider guidelines ('rules') that should govern the inclusion of indigenous knowledge in the curriculum/classroom and the most appropriate 'tools' (pedagogies) to facilitate such border-crossing.
“and could assist curriculum developers to consider aspects such as guidelines (”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisereasoningThe infusion of indigenous knowledge in the science curriculum requires expertise among teachers and competencies to facilitate epistemological border-crossing between indigenous knowledge and 'Western' science.
“The infusion of indigenous knowledge in the science curriculum requires expertise among teachers and having the competencies to facilitate epistemological border-crossing between indigenous knowledge and”
Quote in the paperSubstantial claim- Rests on an assumption: Most teachers were not trained in indigenous knowledge systems.
The paper relies on this without support.
Indigenous knowledge is holistic and includes metaphysical aspects.
“Also, it should be realised that indigenous knowledge is holistic, and that it also includes metaphysical aspects (the”
The paper relies on this without support.
Most teachers were not trained in indigenous knowledge systems.
“As most teachers were not trained in indigenous knowledge systems, a teacher professional development (TPD) intervention was developed on how to infuse indigenous knowledge into western curriculum themes.”
The paper relies on this without support.
The western science curriculum is objective and reductionist.
“This is in contrast to the objective and reductionist western science curriculum.”
The paper relies on this without support.
Both science and indigenous knowledge have an empirical base.
“Such an activity will highlight the shared tenets between science and indigenous knowledge, e.g., that both have an empirical base.”
The paper relies on this without support.
Many teachers hold views that indigenous knowledge constitutes pseudo-science and should be excluded from the curriculum.
“Also, due to years of neglect and a lack of knowledge, many teachers hold views that indigenous knowledge constitutes pseudo-science, and should be excluded from the curriculum.”
The paper relies on this without support.
Science and indigenous knowledge are intersecting domains.
“In the interventions reported on in this article, we took the latter approach.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Cycle 1 teachers are said not to have attempted indigenous-knowledge infusion
MinorThe cycle 1 analysis says teachers did not attempt to infuse indigenous knowledge, but the classroom-observation scores rate it as effectively addressed in four of five cycle 1 lessons. The paper defines a score of 0 as "never occurred," while those four scores are above 0.
“The data showed that the teachers did not attempt to infuse indigenous knowledge into the curriculum content.”
“Indigenous knowledge effectively addressed 1(3) 0(3) 1(2) 2(3) 1(2)”
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Professional Development for Science Teachers
Wilson, S. M. (2013) · Science · doi:10.1126/science.1230725 · Cited by 336 · see citing works
Kennedy, A. (2014) · Professional Development in Education · doi:10.1080/19415257.2014.955122 · Cited by 313 · see citing works
Schneider, R. M., Krajcik, J. S., Marx, R. W., & Soloway, E. M. (2002) · Journal of Research in Science Teaching · doi:10.1002/tea.10029 · Cited by 300 · see citing works
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The zone of proximal teacher development
Warford, M. K. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.08.008 · Cited by 255 · see citing works
The Future of Activity Theory: A Rough Draft
Engeström, Y. (2009) · Learning and Expanding with Activity Theory · doi:10.1017/cbo9780511809989.020 · Cited by 200 · see citing works
Professional Development and Teacher Change: The Missing Leadership Link
Whitworth, B. A., & Chiu, J. L. (2015) · Journal of Science Teacher Education · doi:10.1007/s10972-014-9411-2 · Cited by 198 · see citing works
BUILDING EVIDENCE INTO EDUCATION
Goldacre, B. M. (2013) · Digital Education Resource Archive (University College London) · doi:10.13140/rg.2.1.5101.8967 · Cited by 168 · see citing works
Contradictions of control school structure and school knowledge
McNeil, L. M. (1986) · Cited by 88 · see citing works
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Earley, P. D., & Porritt, V. (2013) · Professional Development in Education · doi:10.1080/19415257.2013.798741 · Cited by 83 · see citing works
Cronje, A., de Beer, J., & Ankiewicz, P. (2015) · African Journal of Research in Mathematics, Science and Technology Education · doi:10.1080/10288457.2015.1108567 · Cited by 74 · see citing works
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Working With Cultural-Historical Activity Theory
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Experiential Learning for Teacher Professional Development at Historic Sites
Blair, D. J. (2016) · Journal of Experiential Education · doi:10.1177/1053825916629164 · Cited by 42 · see citing works
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Beer, J. J. D. (2016) · Journal for New Generation Sciences · Cited by 38 · see citing works
Valuing IKS in successive South African Physical Sciences Curricula
Taylor, D. L., & Cameron, A. (2016) · African Journal of Research in Mathematics Science and Technology Education · doi:10.1080/10288457.2016.1147800 · Cited by 36 · see citing works
Chahine, I. C. (2013) · The Journal of Mathematical Behavior · doi:10.1016/j.jmathb.2013.04.004 · Cited by 21 · see citing works
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Different voices on decolonising of the curriculum
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An ethnobotanical survey of the Agter-Hantam, Northern Cape Province,
África, S., & Wyk, B.-E. V. (2011) · Cited by 13 · see citing works
Mentz, E., & Beer, J. J. D. (2019) · IISES Teaching & Education Conference · doi:10.20472/tec.2019.008.018 · Cited by 10 · see citing works
Glocalisation: The role of indigenous knowledge in the global village
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SELF-DIRECTED LEARNING: LESSONS FROM INDIGENOUS KNOWLEDGE HOLDERS FOR SCHOOL SCIENCE EDUCATION
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Flagged first, then by citations
2 of the 40 references couldn’t be matched to a known paper.
Research works printed but not linked: 6
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Cited by
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Future-proofing STEAME education in South Africa
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Self-citationGlobal Perspectives on Inclusive Curricula: Places, Practices and Pedagogy
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The affordances of Change Laboratories for systemic change
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Activist Scholarship for Indigenous Pedagogies
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Digital Transformation of Cultural Heritage Education
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- Authors
- de Beer, J. J., & Kriek, J.
- Affiliations
- University of South Africa (ZA)
- ORCID
- Kriek, J.
- Venue
- South African Journal of Higher Education
- Publisher
- Stellenbosch University
- Published
- 2021-12
- Volume
- 35
- Issue
- 6
- ISSN
- 1011-3487 (ISSN-L)
- 1753-5913
- OpenAlex
- W4200613487
- Semantic Scholar
- 23c5ddebbab3965b5f8806bbc672193189763d47
- Cited by
- 19
- References
- 40
- Citations by year
- 2026: 7 · 2025: 6 · 2024: 1 · 2023: 4 · 2022: 1
- FWCI
- 6.04
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- South African Journal of Higher Education (publishedVersion, cc-by-nc-nd)
- Funders
- Carl and Emily Fuchs Foundation
- National Research Foundation
- Topics
- Social Sciences › Education › African cultural and philosophical studies
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Education › Indigenous and Place-Based Education
- Keywords
- decolonization of curriculum, indigenous knowledge, cultural-historical activity theory, higher education curriculum, teacher professional development, science education, culturally diverse students, curriculum change, South African curriculum, in-service teachers, knowledge transfer
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-11-06.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-11-06.
Cited sources are checked by gpt-6-sol.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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