Reimagining indigenous knowledge in a multicultural science classroom

Abstract

ABSTRACT The study is premised on the belief that the intent and coherent integration of indigenous knowledge (IK) in science classrooms as advocated for by various curricula is not paying dividends. There is need to reimagine the nature, source and utility value of IK in multicultural science classrooms to ensure inclusivity. The study sought to explore teachers’ conceptions of the nature, source and utility value of IK in making science concepts more accessible to learners in multicultural science classrooms. In this qualitative case study, 20 science teachers were interviewed to determine their conceptions. Data were collected through open-ended interviews and analysed thematically. Teachers’ perspectives provided a more precise illustration of their level of innovative IK integration in science classrooms. Some teachers demonstrated inadequate understanding of the nature of IK which stifled meaningful IK integration. While some teachers exhibited knowledge of IK sources, they, however, failed to conceptualise how various forms of IK learners bring to the science classrooms could be reconciled and meaningfully utilised. Reimagining the nature, source and utility value of IK remains a key imperative for fostering inclusivity in science classrooms. It is recommended that teacher professional development programmes should provide meaningful opportunities for building teacher professional capacity.