NAME: TARYN ROBYN
SURNAME: MOSES
STUDENT NUMBER:
63518023
MODULE: NST2601
UNIQUE NUMBER:
591580
ASSIGNMENT 2
SUBMISSION DATE: 28
JULY 2022
, QUESTION 1
Many Natural sciences and Technology teachers on the African continent still
fear exploring the integration of indigenous knowledge into school
curriculums since such integration poses certain challenges for teachers at
both an epistemological and a pedagogical level. There are five stages of
technology teachers’ cultural development from an African perspective as
observed by Nhalevilo, E. (2013) in “Rethinking the history of inclusion of IKS in
school curricula: Endeavouring to legitimate the subject.”, see details on the
reference list.
Discuss any technology education theme of your choice on how you will
apply the five stages of cultural development in an African perspective.
Those stages are (i.e., 10 marks per discussion in each subtopic below): -
• Colonization – the time when indigenous knowledge was not recognized as
valuable knowledge.
Colonization- This is the stage when indigenous knowledge was not
recognized as valued knowledge. Countries like Mozambique, gaining
political independence did not create immediately an 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 – the period when awareness about the value of indigenous
knowledge started to be incorporated in debates on curriculum policies in
education.
Decolonization- this stage can be viewed as the period when awareness
about the value of indigenous value started taking place in debates on
curriculum policies in education. This was an agitated period, and most
challenges were to define a criterion or standard to judge which practices
and knowledge could be promoted in all school’s curriculum.
• Neo colonization – new forms of colonization are noted that do not involve
political control but undermine the cultural values of society by teaching
indigenous knowledge systems in a decontextualized way.
Neo colonization- although IKS was inserted in the curriculum, decolonization
and neo colonization are blurred. These two stages were with the justification
to contextualize science education. IKS was decontextualised and exploited.
It is essential to be critical about our discourse because we may reinforce ad
maintain a style of discourse which is never innocent.
SURNAME: MOSES
STUDENT NUMBER:
63518023
MODULE: NST2601
UNIQUE NUMBER:
591580
ASSIGNMENT 2
SUBMISSION DATE: 28
JULY 2022
, QUESTION 1
Many Natural sciences and Technology teachers on the African continent still
fear exploring the integration of indigenous knowledge into school
curriculums since such integration poses certain challenges for teachers at
both an epistemological and a pedagogical level. There are five stages of
technology teachers’ cultural development from an African perspective as
observed by Nhalevilo, E. (2013) in “Rethinking the history of inclusion of IKS in
school curricula: Endeavouring to legitimate the subject.”, see details on the
reference list.
Discuss any technology education theme of your choice on how you will
apply the five stages of cultural development in an African perspective.
Those stages are (i.e., 10 marks per discussion in each subtopic below): -
• Colonization – the time when indigenous knowledge was not recognized as
valuable knowledge.
Colonization- This is the stage when indigenous knowledge was not
recognized as valued knowledge. Countries like Mozambique, gaining
political independence did not create immediately an 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 – the period when awareness about the value of indigenous
knowledge started to be incorporated in debates on curriculum policies in
education.
Decolonization- this stage can be viewed as the period when awareness
about the value of indigenous value started taking place in debates on
curriculum policies in education. This was an agitated period, and most
challenges were to define a criterion or standard to judge which practices
and knowledge could be promoted in all school’s curriculum.
• Neo colonization – new forms of colonization are noted that do not involve
political control but undermine the cultural values of society by teaching
indigenous knowledge systems in a decontextualized way.
Neo colonization- although IKS was inserted in the curriculum, decolonization
and neo colonization are blurred. These two stages were with the justification
to contextualize science education. IKS was decontextualised and exploited.
It is essential to be critical about our discourse because we may reinforce ad
maintain a style of discourse which is never innocent.
