The Place of Indigenous Knowledge Systems (IKS) in the Teaching of Science: A Case Study of Fifteen Primary Schools in Gwanda South

Given the multicultural configuration of Zimbabwean classrooms, teachers of science and technology, like educators across the field of all learning areas, are gradually being challenged to reflect how they and their learners perceive of and, as a result, construct knowledge. In an expanding globalised world, learners can easily become isolated from what is taught in science and technology, as well as the way it is taught. Using the Indigenous Standpoint Theory (IST) which purports that, when working in a community, there is need to involve and respect the ethos of the local people culturally, morally, socially and spiritually, this article looks into the value of incorporating indigenous knowledge systems in the teaching of science in primary schools. The paper recommends the inclusion of SeSotho indigenous knowledge systems in the school curriculum as means of demystifying science and technology to the indigenous communities.

Indigenous Knowledge Systems, Mainstreaming, Ethno-Science, Basotho, Curriculum

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