Exploring the Integration of Indigenous Knowledge into Life Sciences Pedagogy in the FET Phase

Abstract

This study investigates the pedagogical integration of Indigenous Knowledge (IK) into enzyme education within the Further Education and Training (FET) Life Sciences curriculum in Kwa-Dlangezwa, KwaZulu-Natal. Recognizing the marginalization of Indigenous epistemologies in formal science education, the research aims to bridge the disconnect between learners’ cultural knowledge and school-based scientific content. Employing a qualitative ethnographic design informed by Cultural-Historical Activity Theory (CHAT), the study engaged community knowledge holders, educators, and learners through interviews, classroom observations, and participatory lesson design. Findings indicate that incorporating local enzymatic practices, such as beer fermentation in traditional food preparation enhances conceptual understanding, learner engagement, and cultural relevance. The study contributes to current discourse on decolonizing science education by providing a practical framework for aligning IK with curriculum objectives. It underscores the cognitive and affective benefits of contextualized teaching and positions IK not as supplementary but as integral to robust scientific inquiry. The findings advocate for inclusive pedagogical models that legitimize diverse ways of knowing in the Life Sciences classroom.