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Indigenous Knowledge Systems

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Science Education in Theory and Practice

Part of the book series: Springer Texts in Education ((SPTE))

Abstract

Colonial authorities, the world over, have persistently ignored, misunderstood and even decimated Indigenous peoples and their knowledge. In this chapter, I argue for Indigenous knowledge systems (IKS) as valid for the generation and dissemination of knowledge among Indigenous communities, and for the preservation of those knowledge systems as key for survival of communities that subsist on the margins of Western knowledge and governance systems. I assert that understanding the nature of IKS is critical for any engagement with the theory in education and education research. I draw on the power of story to place the sociopolitical and economic issues around IKS in historical context. I then discuss the development of IKS theory and provide justification for the growing calls for the recognition of IKS, and explain the nature of IKS and its application to science education and science education research. Finally, I propose a framework for the application of IKS theory as well as point out possible challenges.

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Author information

Authors and Affiliations

  1. University of the Witwatersrand, Johannesburg, South Africa

    Constance Khupe

Authors
  1. Constance Khupe
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Corresponding author

Correspondence to Constance Khupe .

Editor information

Editors and Affiliations

  1. Science Teachers Association of Nigeria, Abuja, Nigeria

    Ben Akpan

  2. University of Texas at Tyler, Tyler, TX, USA

    Teresa J. Kennedy

Recommended Resources

Recommended Resources

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Khupe, C. (2020). Indigenous Knowledge Systems. In: Akpan, B., Kennedy, T.J. (eds) Science Education in Theory and Practice. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-43620-9_30

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  • DOI: https://doi.org/10.1007/978-3-030-43620-9_30

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-43619-3

  • Online ISBN: 978-3-030-43620-9

  • eBook Packages: EducationEducation (R0)

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