An exploration of how preservice teachers integrate indigenous knowledge pertaining to African foods and beverages in science lessons.

Abstract

Indigenous knowledge is increasingly recognised as a valuable resource in people's lives, prompting calls for its integration into science teaching. However, it is often marginalised compared to Western knowledge and science. This study explores preservice science teachers' perspectives on incorporating indigenous knowledge about African foods and beverages into science lessons. By evaluating these perspectives, the study sheds light on the marginalisation of African indigenous knowledge and how this can be dealt with. The research also emphasises the importance of valuing and effectively incorporating indigenous knowledge into science education. The study draws on the postcolonial indigenous theory (PIT), which aims to promote social change and decolonisation by leveraging indigenous philosophy, culture, and language. This theoretical framework enriches the understanding of how indigenous knowledge can be embedded in teaching about foods and beverages in science lessons. Accordingly, this highlights the potential benefits of integrating indigenous knowledge into science education, emphasising the importance of practical, learner-centred approaches in enhancing understanding and appreciation of both indigenous knowledge and science. The study adopted a qualitative method, focusing on preservice science teachers' perspectives on integrating indigenous knowledge about African foods and beverages within science lessons. Semi-structured interviews were used for data collection, allowing participants to express their perspectives freely. In addition, document analysis of preservice teachers' lesson plans was used to ensure alignment with the Curriculum and Assessment Policy Statement (CAPS) and to evaluate how indigenous knowledge was integrated into science lessons. The study draws on the postcolonial indigenous theory (PIT), which aims to promote social change and decolonisation by leveraging indigenous philosophy, culture, and language. This theoretical framework enriches the understanding of how indigenous knowledge can be embedded in teaching about foods and beverages in science lessons. Accordingly, this highlights the potential benefits of integrating indigenous knowledge into science education, emphasising the importance of practical, learner-centred approaches in enhancing understanding and appreciation of both indigenous knowledge and science. The findings indicate that preservice teachers recognise the value of research in preparing them to teach effectively and understand indigenous knowledge. They emphasise the importance of practical activities, such as experiments involving indigenous foods and beverages, to deepen conceptual understanding. Practical work is seen as a pedagogical approach to illustrate the scientific aspects of indigenous food practices, such as fermentation in the preparation of umqombothi. Preservice teachers stress the significance of using familiar foods and beverages in practical lessons to help learners better grasp the connection between indigenous knowledge and science. They advocate for lesson plans that integrate indigenous knowledge and Western knowledge in science education, with a learner-centred approach that encourages learner participation and acknowledges the teachers’ capacity to learn from their learners. The study suggests that incorporating field trips and inviting indigenous knowledge holders and community members to science lessons can further enrich the learning experience, enhancing both teachers' and learners' conceptual understanding. Tapping into indigenous knowledge deepened teachers’ conviction about the wisdom inherent in IK. It emboldened teachers to incorporate other knowledges, and leverage insights from IK holders. This is significant because it creates new pathways for teaching and learning Natural Sciences.