An Exploration of the Incorporation of Indigenous Knowledge Systems in the School Curriculum

• In Event: Indigenous Knowledge as Decolonial Curricular Transformation

Abstract

This Paper reports on a study that was conducted to explore how teachers incorporate African Indigenous Knowledge Systems (AIKS) in their classroom activities. Data was collected from Interviews and Focus Group Discussions with the Department of Basic Education (DBE) representative, teachers and students from two schools in South Africa. The two schools were selected from an urban and rural environment. The results of the study show that there are challenges related to availability of IKS material for use in classrooms, the design of the school curriculum, and the limited support provided by the departmental officials who are responsible for curriculum implementation.

Authors

• Lungile Cindi, Gauteng Provincial Treasury- South Africa
  Presenting Author

• Mogege David Mosimege, University of the Free State
  Non-Presenting Author