“Rutang bana ditaola le se ye natšo badimong.” This is a Northern Sotho proverb, meaning: teach young generation the true African culture before death comes. This study looks at how elements of indigenous knowledge are being embedded or reflected in Northern Sotho poetry. Different types of poems and their different themes are being analyzed to reveal the indigenous knowledge in them. The contents of the poems reveal how our forbearers’ knowledge is being embedded in them. The way our African culture and the manner of doing things are reflected in the Northern Sotho selected poems. In conclusion, more research should be done in connection with the following issues:- • Initiation schools (for both males and females) • The lobola (magadi) issue • The Taboo (meila). / Dr. J. Manyaka

This study explores knowledge of some medicinal plants amongst the sub-urban community of and around a township in the Eastern Cape province. This qualitative interpretivist case study presents the prior knowledge of medicinal plants possessed by Grade 9 learners, which is used as a springboard toward interviewing traditional healers, herbal practitioners and lecturers at a university in the departments of Botany and Pharmacy. The data obtained from the informants reveals the factors that can influence integration of indigenous knowledge of medicinal plants in the learning programme for grade 9 General Science. These factors include: prior knowledge and enthusiasm of Grade 9 learners and teachers, support of the community which include parents, traditional healers, herbal practitioners and professionals who could introduce indigenous knowledge of medicinal plants into formal education, availability of resource materials and complexity of identifying pharmacologically tested plants from other indigenous medicinal plants. The analysis and discussion of the findings, have led me to conclude that the enthusiasm of learners who have a rich background of indigenous knowledge on medicinal plants is likely to be hampered by the unenthusiastic teachers as well as the reluctance of herbal practitioners in their communities to part with this knowledge. Hence I recommend that teachers be motivated through workshops and in-service training, conducted by goverr\ment paid herbal practitioners using the prior knowledge of learners as a stepping-stone.

The participation of indigenous communities and use of indigenous knowledge systems (IKS) in environmental governance is provided for in several international and national environmental legislation and policies. In South Africa, the National Environmental Management Act 107 of 1998 (NEMA) in Chapter 1, Principle 4g requires that decisions must take into account the interests, needs and values of all interested and affected parties, and this includes recognising all forms of knowledge, including traditional and ordinary knowledge. This study investigated the Environmental Impact Assessment process (EIA) in mining developments in three rural communities in Limpopo Province, South Africa with regards to the effectiveness of public participation in fostering the incorporation of IKS. The qualitative research design used in this study employed several research methods through the utilisation of 3 villages as a case study. Semi-structured interviews, a focus group discussion and document analysis were used to collect information regarding the public participation process and the integration of IKS into EIAs. This report illustrates that IKS exists in rural communities and some of it is relevant to be incorporated in EIAs. This research study has shown that while expert knowledge dominates the EIA process, there is no indication that this is done deliberately to exclude IKS. This study has also revealed that the public participation process has a number of weaknesses such as in the selection and composition of community stakeholders and communication procedures. Suspicions also developed amongst the villagers of community representatives being bribed by the mine, and infighting started within community committees resulting in some community members losing trust in the committees. The disagreements with regards to the integrity of community committees created divisions and this negatively impacted on the public participation process. However, despite these weaknesses, if capacity building for both EIA experts and rural communities is done, the public participation process has potential as a tool to aid the integration of IKS into EIAs.

M. Tech. Comparative Local Development. Department of Economics / Indigenous knowledge is the systematic body of knowledge acquired by local people through accumulation of formal and informal experiences, as well as intimate understanding of the environment in a given culture. This study was aimed at reviewing the current indigenous knowledge systems in South Africa, with particular emphasis on its preservation and as a tool for development.

This is a qualitative case study which sought to explore the integration of indigenous knowledge systems (IKS) in the teaching of conservation of biodiversity and natural resources by Grade 10 Life Sciences Educators in the Pinetown district. The study was done in two parts. Part one explored the Grade 10 Life Sciences educators’ understanding of the integration of indigenous knowledge in Life Sciences and the extent to which the educators integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The data analysed was collected through questionnaires with open ended questions. Part two interrogated how the two educators who were purposively selected from part one of the study integrated indigenous knowledge in their teaching; as well as what informed the way they integrated indigenous knowledge in their teaching. The data analysed was collected through a pre-observation interview, a lesson observation and a post-observation interview with each of the two participants. The data was analysed within the conceptual framework of teachers as cultural brokers. The National Curriculum Statement (NCS) policy document for Life Sciences explains indigenous knowledge as another way of knowing and as an alternative way of explaining concepts that are usually explained using scientific knowledge. Hence it encourages the interaction of different ways of knowing in formal schooling. The analysis of part one of the study showed that 90% of the educators that participated in the study said that they integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The analysis of how the educators integrated indigenous knowledge in their teaching and what they did when they integrated indigenous knowledge showed that, even though the educators verbally asserted that they integrated indigenous knowledge in their teaching, there was in fact no evidence of a proper understanding and integration of indigenous knowledge in their teaching. Instead, the educators’ integration of indigenous knowledge point to the educators using indigenous knowledge to foster and strengthen the learning of scientific knowledge and to promote the interest of their learners in the learning of science knowledge. At the core of the educators’ integration of indigenous knowledge is their concern with their learners’ learning of scientific knowledge. In this regard, the educators couldn’t be seen to function as cultural brokers in helping learners move between their indigenous knowledge and the science knowledge of the concept of the conservation of biodiversity and natural resources. The analysis showed a limited understanding of the principles and ideas upon which indigenous knowledge can be integrated into the Life Sciences curriculum. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This case study explores a relatively new and stimulating method of incorporating / Thesis (M.Ed.) - University of KwaZulu-Natal, 2006.

Thesis (LL. M.)--University of Toronto, 2005. / Includes bibliographical references (leaves 89-94).

Thesis (M.Ed. (Education)) - Rhodes University, 2007. / A half-thesis submitted in partial fulfillment of the requirements for the degree of Master of Education: Environmental Education.

Thesis (Ph.D. (Biochemistry, Microbiology & Biotechnology)) - Rhodes University, 2005.

Thesis (Ph.D.) - University of Queensland, 2003. / Includes bibliography.