South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impact focused on the teachers’ ability to implement the strategy, the electrostatics knowledge gained by learners, the learners’ argumentation ability, and the motivational and confidence levels of both teachers and learners. The sample comprised eight schools (the science teachers and their Grade Ten Physical Science learners) in the Uitenhage District of Education of the Eastern Cape Province of South Africa. Qualitative data were generated via interviews, classroom observations, pre- and post test questionnaires with open-ended questions to evoke meaningful responses that could not be anticipated by the research, and argumentation writing frames for both teachers and learners. Limited quantitative data were generated via the argumentation writing frames and the more close-ended questionnaire questions. The findings of the teacher and learner argumentation frames and the teacher checklists which revealed that the intervention impacted positively on the teachers’ ability to integrate IKS into their teaching practice. The use indigenous knowledge as the context for argumentation appears to have been a more effective way of introducing the concept than doing so within a scientific context (which the learners found difficult). The intervention facilitated an enhanced level of understanding on lightning, and assisted with the creation of the “third space” and border crossing between IKS and western science. The individual interviews disclosed the teachers’ improved ability to integrate IKS, IKS improving the facilitation of the argumentation strategy, and their improved motivation and confidence.

A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements of the degree of Doctor of Philosophy. 2016 / This study was conducted in an indigenous community of Tendera in Chiweshe District of Mashonaland Central Province in Zimbabwe. It pursued the possibilities of integrating indigenous knowledge of plant healing (IKoPH) into classroom science at The Zimbabwe Junior Certificate (ZJC) level. The study has documented this knowledge and has suggested ways that it could be integrated into the ZJC science curricula. My own background and the challenges of integrating indigenous knowledge into school science curriculum reform in Zimbabwe and elsewhere motivated me to undertake this study. This research journey preceded my full knowledge that these reforms encompass many complexities arising from two different knowledge systems. The integration process of indigenous knowledge in Zimbabwean schools has been very slow because of these complexities, which include lack of curriculum frameworks to guide teachers on what to teach, where to teach this knowledge in the westernised syllabi, how to access this knowledge from the community and how to teach it. Hence, the study argued that science teachers are in dire need of these guidelines and training. If this problem is left unattended, curriculum reform in Zimbabwe will remain a pipe dream. The study was framed within a self-developed Culturally Aligning Classroom Science (CACS) framework. It used a qualitative approach to research specifically engaging the Indigenous African Interpretive (IAI) methodology. Qualitative data were generated with purposely sampled teachers, healers and learners as core participants and community Elders, Ministry officers/practitioners and researchers as key participants. It was generated through video/audio and/or diarised observations, conversations, personal experiences and objects (documents and artefacts). The “kitic” analysis of data generated three major themes that are: (1) the community of Tendera is rich in IKoPH and its members have disparate views of integration that are significant for integrative classroom science. This IKoPH, however, emerged to be a sensitive, secretive, diverse and complex body of knowledge which requires access through culturally appropriate strategies, which demand collaboration between the community and the school; (2) The ZJC science curriculum presents several opportunities for integration of IKoPH that shows that this integrated curriculum is possible in Zimbabwe; and (3) oral pedagogical frames grounded in the parallel pathway to integration are potentially supportive of effective integrative classroom science. The study offers two models that could help integrators to overcome the complexities inherent in this reform. Further research into different aspects of these models and teacher capacitation to adopt them is needed to develop an integrative classroom science discourse.

Thesis (M.Ed.(Science and Technology Education)) -- University of Pretoria, 2007. / Includes bibliographical references (leaves 105-144) Available on the Internet via the World Wide Web.

In this thesis the extent of indigenous knowledge (IK) conservation at cultural villages in South Africa was investigated. A literature review was conducted to define IK clearly, also in terms of indigenous peoples, and to determine which cultural villages representing the South African population groups are eligible to be included in this research. A classification of IK was done and this classification was integrated with the activities that were identified at cultural villages. The debate on cultural villages was discussed, including their advantages, disadvantages, environmental and socio-economic impact, and threats were pointed out. All the cultural villages that were operational at the time of the research were identified and spatially presented. A census of all the cultural villages in South Africa was conducted by using the telephonic interview surveying technique. Aspects such as the cultural grouping representation of cultural villages in South Africa, years of operation, busiest times and target markets, activities offered and participated in, employment statistics and ownership were pointed out. From the results of this survey some significant trends could be identified, especially relating to the type of ownership of the cultural villages and the target market that they serve. The results from the telephonic survey were used to aid in the selection of six case studies, which were visited. Some principles of a knowledge audit were used to determine the extent of indigenous knowledge conservation at cultural villages. Questionnaires were developed that were used during interviews with a sample group of the employees as well as the visitors at the cultural villages. The results of these questionnaires were analysed and reported on. The extent of knowledge transfer from employees to visitors was tested from both the visitors’ side and the employees’ side. A comparative study between the six cultural villages followed, in which the extent of IK conservation at cultural villages could be determined. A number of statistical tests were conducted to determine whether there were significant trends in opinions expressed by both employees and visitors and various criteria that were selected. Best practices of the six case studies were also pointed out, along with recommendations that could improve the conservation of IK at cultural villages. / Prof. A.S.A. du Toit

Culture is dynamic and capable of adapting to new conditions. Practices that are useful and harmless should be made available to those who need them. Many people believe the transmission of the indigenous knowledge will strengthen their cultural life. Attention should be given to the ways of preserving the knowledge. Some elders believe in their knowledge and prefer to see it being protected. Indigenous languages should be developed to become the media of instruction. After talking to people in communities, the researcher understands how important the knowledge is to them. They give attention to the mainstreaming of the knowledge. Some people believe culture molds their lives.Their beliefs about the past are more important than the actual sequence of events. Many believe traditional values emphasising mutual influences beteen various aspects of communities are combined with western beliefs, that place a high value on individuality and independence. Researchers believe each generation grow up in a mass of tradition and pass through. As they grow they learn different cultures, but only need guidance in learning them. People understand that cultural knowledge develops, changes and improves with time. Problems arise when individuals come into contact with other people of different cultures. / Prof. R.S. Chaphole

No description available.

L'évaluation environnementale est reconnue comme un moyen concret pour les peuples autochtones du Canada de participer aux décisions. Bien que cela comporte certaines limites, il s'agit d'un outil, qui, de plus en plus, met à contribution les Premières Nations (Wyatt, 2004). Différents types d'ententes ont d'ailleurs été conclus à travers le Canada, fixant les modalités et la répartition des pouvoirs entre les Autochtones, les instances provinciales et fédérales. Dans le cadre d'une méthodologie élaborée en partenariat avec la nation Atikamekw, trois types d'arrangements ont été analysés à partir d'une étude de terrain dans trois lieux distincts : 1) La nation Pikangikum, en Ontario, a élaboré sa planification territoriale stratégique et a ensuite travaillé avec les instances gouvernementales pour adapter l'évaluation environnementale; 2) L'entente signée en 1984 par les représentants Inuvialuit, par le premier ministre et le ministre des Affaires indiennes et du Nord canadien, le ministre des Droits autochtones et du Développement constitutionnel des Territoires du Nord-Ouest ainsi que le chef du gouvernement du Yukon établit une structure de cogestion pour la gestion des terres et de l'environnement, de la chasse et de la pêche. Des comités paritaires sont constitués pour l'évaluation environnementale; 3) Sur le territoire de la Nation Ta'an Kwäch'än au Yukon, c'est une agence indépendante qui réalise l'évaluation environnementale et qui émet des recommandations. La catégorie de terre sur laquelle se situe le projet détermine l'autorité décisionnelle. Ces cas ont été analysés selon le modèle forces-faiblesses-opportunités-contraintes (Johnson et coll., 2008). Les résultats permettent d'émettre des pistes de réflexion afin d'adapter le système d'évaluation environnementale canadien aux peuples autochtones. Ces pistes concernent essentiellement la planification territoriale, l'équilibre entre les savoirs et les arrimages avec les procédures. Un rapport remis à l'Agence canadienne d'évaluation environnementale est tiré de la même recherche. Certaines sections de ce mémoire s'inspirent d'ailleurs de ce rapport. ______________________________________________________________________________

Thesis (Ed. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2453. Includes bibliographical references (leaves 183-191).

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2433. Includes bibliographical references (leaves 295-313).

Thesis (M.Ed. (Education)) - Rhodes University, 2007.