NST2601
Assignment 2
2022
ANSWERS
, Question 1
● Colonization- the time when indigenous knowledge was not recognised as valuable knowledge. In
many Southern African countries like Mozambique, gaining political independence did not create
immediately and open and official curriculum place for indigenous knowledge. African countries made
indigenous knowledge unofficial and they were known as superstitious with no legitimacy for inclusion
in the school curriculum.
● Decolonization-is a period when the awareness about the value of indigenous knowledge started to
take place in debate on curriculum policies in education. It was an agitated period and one of the
challenges was to define a criteria standard to judge which practices and knowledge could be promoted
in school curriculum. Thinking that each practice or knowledge is good depending on the cultural
standpoint one takes to look at it.
● Neo-colonization- it was part of the curriculum but it was decolonization and neo-colonization that
blurred and it was an irony that it was with justification to contextualise science education that its was
decontextualized and exploited.
● Rebirth-This is the stage where researchers and other educationists interrogate the lenses through
which IKS is communicated. The rebirth stage questions the interests being by specific content and
pedagogies. This stage does not only argue for the inclusion of IKS but also questions the way it has been
included or integrated. I see this stage as being in consonance with ideas from the triple crisis in social
science research, as pointed out by Denzin and Lincoln representation, legitimating and prasus. The re-
birth stage is also a turbulent stage and faces challenge to avoid essentialising IKS.
● Theorization-Awareness of the importance of theory dominates this stage. During the re-birth stage,
researchers are confronted with lack of theoretical frameworks for supporting alternative ways of
including IKS in schools. I noted that, although the first four stages may have some space theory. The
fifth stage is framed mainly by critical views in formulating theories. In this stage, theories do not aim at
conforming or formulating theories. In this Western ways but are concerned with justifying the claim for
co-existence of different discourse in school curricular.
Assignment 2
2022
ANSWERS
, Question 1
● Colonization- the time when indigenous knowledge was not recognised as valuable knowledge. In
many Southern African countries like Mozambique, gaining political independence did not create
immediately and open and official curriculum place for indigenous knowledge. African countries made
indigenous knowledge unofficial and they were known as superstitious with no legitimacy for inclusion
in the school curriculum.
● Decolonization-is a period when the awareness about the value of indigenous knowledge started to
take place in debate on curriculum policies in education. It was an agitated period and one of the
challenges was to define a criteria standard to judge which practices and knowledge could be promoted
in school curriculum. Thinking that each practice or knowledge is good depending on the cultural
standpoint one takes to look at it.
● Neo-colonization- it was part of the curriculum but it was decolonization and neo-colonization that
blurred and it was an irony that it was with justification to contextualise science education that its was
decontextualized and exploited.
● Rebirth-This is the stage where researchers and other educationists interrogate the lenses through
which IKS is communicated. The rebirth stage questions the interests being by specific content and
pedagogies. This stage does not only argue for the inclusion of IKS but also questions the way it has been
included or integrated. I see this stage as being in consonance with ideas from the triple crisis in social
science research, as pointed out by Denzin and Lincoln representation, legitimating and prasus. The re-
birth stage is also a turbulent stage and faces challenge to avoid essentialising IKS.
● Theorization-Awareness of the importance of theory dominates this stage. During the re-birth stage,
researchers are confronted with lack of theoretical frameworks for supporting alternative ways of
including IKS in schools. I noted that, although the first four stages may have some space theory. The
fifth stage is framed mainly by critical views in formulating theories. In this stage, theories do not aim at
conforming or formulating theories. In this Western ways but are concerned with justifying the claim for
co-existence of different discourse in school curricular.
