ABSTRACT
Within the National Curriculum Statement, Principle 8 refers to the value of
indigenous knowledge systems. This represents the move towards a
culturally appropriate curriculum as part of South Africa’s post-Apartheid
changes to the education system, in line with the Constitution. Neither
environmental education nor indigenous knowledge exist as independent
learning areas within the National Curriculum Statement. However, given that
indigenous knowledge systems has been included as a principle
underpinning the entire National Curriculum Statement, this study examined
its potential in contributing to environmental education and the development
of environmentally responsible citizens.
What has emerged is a plethora of challenges associated with policy
translation, South Africa’s colonial legacy, teacher training and the dearth of
resource materials, among others, that are effectively coalescing to militate
against the effective implementation of Principle 8. Consequently, not only is
the country faced with the continued devaluing and loss of indigenous
knowledge systems but also with missed opportunities for its enrichment of
environmental education and environmental management.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/4559 |
| Date | 06 March 2008 |
| Creators | Naidoo, Nirvashnee |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 749140 bytes, application/pdf, application/pdf |
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