Alternative Knowledge Systems

Abstract

In line with the theme of this book, this chapter critiques Design and Technology Education (D\&TE) in as far as accommodating indigenous knowledge systems (IKS). D\&TE should reflect different knowledge forms existent in the real world, which are informed by different cultures and contexts. Indigenous knowledge forms, in particular, have proven to sustain societies around the world, which have from one generation to the next depended on such knowledge forms. Such knowledge forms are dominantly practical in nature, thus suitable to be regarded as technology. Backed up by the relevant literature, I explore alternative knowledge systems, discuss IKS and their characteristics, examine technology as an aspect of culture, survey few indigenous knowledge forms for D\&TE and map out IKS characteristics to the teaching of D\&TE. Critiquing the current linear D\&TE helps to create awareness about the need to transform it so that indigenous students can be accommodated and learn about what they know. This transformation will also help non-indigenous students to become aware of and be introduced to the alternative forms of knowledge in their learning. D\&TE teachers and other stakeholders will as well be helped to look to other forms of knowledge in their practice.