Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future Directions

Abstract

This position paper critically evaluated the integration of indigenous knowledge into the South African Technology Education curriculum. Using a robust theoretical framework, it compared the historical significance of indigenous practices with the contemporary landscape of technology education. By conducting an in-depth review of existing literature and analysing ongoing curricular initiatives, the paper elucidated both the challenges and advantages of such integration. Despite encountering institutional and pedagogical hurdles, the incorporation of indigenous knowledge enriches technology education by providing a contextualised, culturally sensitive, and comprehensive learning experience. The findings in this paper highlight the necessity of addressing barriers to effectively integrate indigenous knowledge into the curriculum. Strategic recommendations are proposed to overcome these challenges and enhance the integration process. Central to these recommendations is the recognition of the indispensable role of indigenous knowledge in shaping a more inclusive and forward-thinking Technology Education landscape in South Africa. Finally, this paper underscores the imperative of acknowledging and incorporating indigenous knowledge systems into the Technology Education curriculum. Doing so not only enriches students’ understanding of technology but also promotes cultural appreciation and holistic learning. By embracing indigenous knowledge, South Africa can advance towards a more inclusive and culturally relevant approach to Technology Education, ensuring that all learners benefit from a well contextually grounded educational experience. Keywords: Indigenous Knowledge (IK), Technology Education, Culturally Relevant Pedagogy, Decolonization of Knowledge, Constructivist Learning Curriculum Integration.