Abstract
There are numerous initiatives that have been introduced internationally and in South Africa to recognise and integrate indigenous knowledge (IK) systems into the school curriculum. One of the general aims of the South African curriculum is to value “indigenous knowledge systems”, which means “acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution” (Department of Basic Education, 2011:5). There is an abundance of research on the role of IK in the science curriculum at schools (Hewson & Ogunniyi, 2011; Shizha, 2007; Van Wyk, 2002). However, there is a paucity of research on the integration of IK in the area of social sciences. This is a qualitative study which explores primary school teacher’s perceptions of incorporating indigenous knowledge in the teaching of weather and climate to Grade 5 social sciences learners. A second aim is to explore the type of IK practised in the local rural community related to weather and climate, as the children living in this rural community attend the same schools where I collected data. The study was conducted in a town called Nqutu, a rural area situated in Kwa-Zulu Natal province. Participants were selected from schools and the community in this specific geographic area. I selected participants from the community because they would most likely share IK beliefs practised in the area. I also selected teachers who are teaching social sciences in the schools located in this geographic area. Data collection took place through interviews and open-ended questionnaires. The data was analysed using the theoretical framework of Engestrom’s (2001) cultural historical activity theory. Three major themes were identified. The first was that there were many community rituals and practices associated with weather and climate. Teachers were aware of some of these practices and shared similar views. However, they also raised concerns pertaining to misconceptions linked to some of the beliefs and practices pertaining to weather and climate. A second theme was teachers’ views of integrating indigenous knowledge in teaching weather and climate. Teachers acknowledged the importance of integrating learners’ prior knowledge into their lessons but at the same time, addressing misconceptions. The third theme, teachers’ views of IK and scientific knowledge, is an important finding as it emphasises that while some teachers viewed both knowledges as equally important, others prioritised scientific knowledge...
M.Ed. (Childhood Education)