Decolonising Technology Education: Integrating Indigenous Knowledge for Sustainable Development in Electrical and Mechanical Systems and Control

Abstract

Electrical and Mechanical Systems and Control topics in the Technology Education curriculum have an engineering component. The engineering curriculum component with its antecedent science, technology, engineering and mathematics subjects has not embraced indigenous knowledge (IK), thus it does not contribute to sustainable development specifically. Although some studies have inquired into the integration of technological knowledge and IK, few have focused on Electrical and Mechanical Systems and Control within IK for sustainable development. This creates a need to explore the integration of IK into the teaching of Electrical and Mechanical Systems and Control for sustainable development. In this exploratory case study, six senior phase Technology teachers were purposively selected and interviewed to gather information about their understanding of IK and sustainable development and attempts to integrate IK into the teaching of Electrical and Mechanical Systems and Control. Data were thematically analysed and reported under emerging themes. The findings revealed that: (1) IK is associated with the way indigenous people use knowledge, culture, tradition and systems that could enhance skills to solve their day-to-day problems for sustainable development; (2) integration of IK in Technology Education can transform the teaching of Electrical and Mechanical Systems and Control if it considers the contribution of IK; (3) teachers view IK as knowledge that gives an opportunity to understand the importance of culture and tradition in the teaching of Electrical and Mechanical Systems and Control. Technology Education could be transformed by embracing IK for sustainable development, especially considering the difficulty that learners encounter in learning Electrical and Mechanical Systems and Control.