3-5 march | dbsa | midrand the national environmental skills summit
Post on 30-Dec-2015
214 Views
Preview:
TRANSCRIPT
3-5 March | DBSA | Midrand
The National Environmental Skills Summit
FUNDISA FOR CHANGE
RESEARCH
Day 3 | 5 March 2015
Soul Shava
Department of Science & Technology
Education, UNISA
EXPLORING THE INCLUSION OF IKS IN CAPS
Historically contextualising IKS in the curriculum (cont.)
• Indigenous knowledges have to large extent been marginalised,
excluded, invalidated, inferiorized, misrepresented in the curriculum
during the apartheid era which has privileged Western/Euro-Americentric
(colonial) epistemologies and knowledge disciplines that have been
masqueraded as neutral, unlocated, disembodied and universal
• The resultant outcome of these processes of exclusion is the creation of
curricula and schools that are detached from the contextual reality of the
learner (and the educators) and bereft of the learner’s lived knowledge
and experiences – i.e. schools as zones of cultural & knowledge
exclusion (‘colonial satellites of the Western academy’– Dei 2014)
Historically contextualising IKS in the curriculum
• The reframing of the in the post-apartheid curriculum up to CAPS to include
of IK aspects provides an opportunity for re-contextualising learning to
prioritise the local contexts and to give value to local indigenous knowledges,
cultures and practices as well a role the community (as knowledge holders) in
the children's education.
• IK inclusion in the curriculum opens up opportunities for plural knowledge
representation (western and indigenous knowledges rather western vs
indigenous knowledges)
Fundisa Teaching IK Module
The Teaching IK module:
• identifies environmental IK aspects existing in the curriculum (ecosystems,
structures, energy, systems, processing, etc.)
• explores opportunities for the inclusion of local indigenous environmental
epistemologies, teachings, pedagogies and practices in EE processes within
subject disciplines
• draws on the exploration of the local context (observation, experiential
learning, investigations, storytelling, etc.)
• promotes the realisation among local leaners of the value of their own
knowledges and practices and the reconnection of leaners of leaners to their
lived environments (contextual relevance) in their learning processes
• Emphasises the existence of alternative/plural knowledge systems,
highlighting knowledges previously excluded in the curriculum
Thank You
top related