Indigenous knowledge systems and science education

Abstract

The inclusion of indigenous knowledge into the curricula of natural science courses remains contentious. In this paper I use critical realism to show the relationship between these two forms of knowledge. An engagement with both knowledge structures could afford better pedagogy and assessment. In addition, the engagement with indigenous knowledge allows for the development of ‘knower awareness’ in the practice of science. Meaningful engagement with indigenous knowledge could therefore enhance science education, whilst making visible the socio-cultural relevance to students.