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Rethinking Teaching of Technology: An Approach Integrating Indigenous Knowledge Systems

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Handbook of Technology Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

The significance of indigenous knowledge systems (IKS) lies in how they can enrich technology education (TE) and its teaching. This significance is shown through the indigenous students’ knowledge which can also benefit all other students, IKS’ contribution toward alternative ways to manipulate the environment for sustainable development, and, teaching and learning strategies. Therefore, this significance creates a need for the integration of IKS in TE, rather than keeping to the dominant conventional approach. This chapter argues for this integration and backs this argument with culturally relevant teaching (CRT) and the framework for the teacher practice. A modified Seemann’s Technacy Framework (STF) which can be used to facilitate this integration is suggested ultimately.

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Authors and Affiliations

  1. Department of Science and Technology Education, University of South Africa, Garden Avenue, 42308, 0201, Pretoria, South Africa

    Mishack T Gumbo

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  1. Mishack T Gumbo
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Correspondence to Mishack T Gumbo .

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Editors and Affiliations

  1. Delft University of Technology , Delft, Zuid-Holland, The Netherlands

    Marc J. de Vries

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  1. Goldsmiths University of London, London, UK

    Steve Keirl

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Gumbo, M.T. (2017). Rethinking Teaching of Technology: An Approach Integrating Indigenous Knowledge Systems. In: de Vries, M. (eds) Handbook of Technology Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-38889-2_58-1

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  • DOI: https://doi.org/10.1007/978-3-319-38889-2_58-1

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  • Print ISBN: 978-3-319-38889-2

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