Abstract
New technological systems emerge when a strong foundation of complementary knowledge consolidates and feeds an array of coherent applications and implementations. The absence of scientific knowledge in rural communities creates value in the use of indigenous knowledge (IK) and innovation. Innovation activities (including scientific, technological, organizational, financial, and commercial activities) are critical in Technology Education. This chapter focuses on the following: the Development of Technology Education in the school curriculum; Philosophical Perceptiveness of Technology Education; Indigenous Knowledge Systems (IKS) and Modern Technology relational coexistence; Unpacking IKS and Modern Technology; Building Modern Technology Innovation within IKS context, and whose responsibility is it; and advancing IKS within Technology Education (TE) classes. There has been an argument for the recognition and decolonization of technology education putting more emphasis on the integration of IKS in the modern curriculum and Traditional Knowledge Systems (TKS). The idea of canvasing the TE curriculum for the schooling of African learners in South Africa has been emphasized. The institutionalization of learning based on Western liberal values ruined both the freedom of the individual and his/her respect for the elder’s wisdom. A progressive and robust approach to the transformation of education to address this crucial issue of the disparity in the utilization of TKS. These arguments will be explored further in this chapter. There is a relational coexistence of IKS and Modern Technology and practical examples are used to illustrate this.
Published Version
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