Abstract:

This article reports the findings from a qualitative study that sought to determine factors that affect Life sciences teachers’ integration of Indigenous Knowledge (IK) as they teach different topics within Life sciences lessons. Curriculum and Assessment Policy Statement (CAPS) for Life Sciences grades 10-12 mandates Life Sciences teachers to integrate IK when teaching different topics. This call aims to make Life Sciences concepts more accessible and easily comprehensible to all learners. However, most Life Sciences teachers do not respond positively to this call when teaching. It is this pressing issue that has necessitated this study. Employing a social constructivist lens, this study adopts a generic qualitative research approach, engaging in-depth interviews and lesson observations to investigate the factors influencing IK integration in Life Sciences classrooms. Drawing from a purposive sample of five Life Sciences teachers in South Africa, the research exposes multifaceted challenges hindering effective and meaningful IK integration. These obstacles range from inadequate teacher training and support structures to limited guidance from the Department of Education (DBE), alongside a dearth of resources and pervasive negative attitudes toward IK among teachers and learners. Notably, lesson observations underscored deficiencies in teachers' Pedagogical Content Knowledge (PCK) concerning IK integration. In response, the study advocates for intensified teacher training initiatives to bolster IK integration and suggests future investigations delve into textbook content and leverage Information and Communication Technologies (ICTs) to digitize IK, thereby fostering greater learner engagement and interest. Such interventions hold promise in bridging the chasm between policy mandates and classroom realities, fostering enriched educational experiences for all stakeholders.

Keywords:

Cognitive Justice, Decolonization, Indigenous Knowledge, Life Sciences teachers, Social Constructivism.