NST2601
ASSIGNMENT
02 MARKED
, STUDENT NUMBER: 66962943
MODULE CODE: NST2601
UNIQUE NO: 540575
ASSIGNMENT 02
QUESTION 1
Colonization
This stage does not refer necessarily to the time of colonial occupation in Africa but rather to the stage
when indigenous knowledge was not recognized as valued knowledge. In many Southern African
countries such as Mozambique, gaining political independence did not create immediately an open and
official curriculum place for indigenous knowledge. For many African countries, indigenous knowledge
remained unofficial and was considered superstitious with no legitimacy for inclusion in the school
curriculum.
Decolonization
I view the decolonization stage as the period when awareness about the value of indigenous knowledge
started to take place in debates on curriculum policies in education. This was an agitated period and
one of the challenges was to define a criterion or standard to judge which practices and knowledge
could be promoted in school curriculum. Assuming that each practice or knowledge is good depending
on the cultural standpoint one takes to look at it.
Neo – colonialization
Although IKS was included in the curriculum, it was decolonization and neo – colonization are blurred.
And it is an irony that it was with the justification to contextualize science education that IKS was
decontextualized and exploited. In fact it is important to be critical of our own discourse because ‘we
may reinforce and maintain a style of discourse which is never innocent. By building on previous text
written about indigenous people and indigenous knowledge, we continue to legitimate view about
ourselves and our knowledge, which are hostile to us.
Re – birth
This is the stage where researchers and other educationist interrogate the lenses through which IKS is
communicated . The re – birth stage question the interests being served by specific content and
pedagogies. This stage does not only argue for the inclusion of IKS, but also questions the way in which
it has been included or integrated. I see this stage as being in consonance with ideas from the triple
crises in social science research, as pointed out by Denzin and Lincoln representation, legitimation and
prasus. The re – birth stage is also a trubulent stage and faces the challenge to avoid romanticizing and
essentializing IKS
Theorization
ASSIGNMENT
02 MARKED
, STUDENT NUMBER: 66962943
MODULE CODE: NST2601
UNIQUE NO: 540575
ASSIGNMENT 02
QUESTION 1
Colonization
This stage does not refer necessarily to the time of colonial occupation in Africa but rather to the stage
when indigenous knowledge was not recognized as valued knowledge. In many Southern African
countries such as Mozambique, gaining political independence did not create immediately an open and
official curriculum place for indigenous knowledge. For many African countries, indigenous knowledge
remained unofficial and was considered superstitious with no legitimacy for inclusion in the school
curriculum.
Decolonization
I view the decolonization stage as the period when awareness about the value of indigenous knowledge
started to take place in debates on curriculum policies in education. This was an agitated period and
one of the challenges was to define a criterion or standard to judge which practices and knowledge
could be promoted in school curriculum. Assuming that each practice or knowledge is good depending
on the cultural standpoint one takes to look at it.
Neo – colonialization
Although IKS was included in the curriculum, it was decolonization and neo – colonization are blurred.
And it is an irony that it was with the justification to contextualize science education that IKS was
decontextualized and exploited. In fact it is important to be critical of our own discourse because ‘we
may reinforce and maintain a style of discourse which is never innocent. By building on previous text
written about indigenous people and indigenous knowledge, we continue to legitimate view about
ourselves and our knowledge, which are hostile to us.
Re – birth
This is the stage where researchers and other educationist interrogate the lenses through which IKS is
communicated . The re – birth stage question the interests being served by specific content and
pedagogies. This stage does not only argue for the inclusion of IKS, but also questions the way in which
it has been included or integrated. I see this stage as being in consonance with ideas from the triple
crises in social science research, as pointed out by Denzin and Lincoln representation, legitimation and
prasus. The re – birth stage is also a trubulent stage and faces the challenge to avoid romanticizing and
essentializing IKS
Theorization
