Indigenous health practices have been in existence since the dawn of civilization, and the
inception of western medical practices has created a divide between these health systems.
This study focused on the development of a model that could facilitate the integration of
Indigenous Knowledge Systems (llZS) in managing HIV & AIDS within a primary
The current study focussed on documenting the ethnobotanical knowledge of herbal medicines used by the Bapedi
traditional healers to treat reproductive ailments in the Limpopo Province, South Africa. Fifty one healers from 17
municipalities covering Capricorn, Sekhukhune and Waterberg districts of the Limpopo Province were interviewed between
The aim of this study was to conduct a systematic review of published and unpublished research
investigating the prevalence of traditional, complementary and alternative medicine (TMCAM) use in the general
population. Results found that use of a traditional and/or faith healer seemed to have decreased over the past 13 years
An inventory and analysis of the general uses of plants by the Vhavenḓa, a cultural group who historically occupied
the region knownas Venḓa, currently referred to as the Vhembe District, Limpopo Province, South Africa, are
presented. Information on plant uses was gathered through a literature review and interviews conducted
The importance of traditional medicine has been recorded throughout the world. It has also been practiced throughout Africa by more than 80 % of rural communities. Traditional medicine has since been imbedded in the culture of many rural communities. People of the world continues to use traditional medicine because of their accessibility and affordability.
Plants are universally recognised as a vital component of
the world’s biological diversity and an essential resource
for ecosystem functioning – goods and services. Additionally,
plants have great economic and cultural importance.
Plants play a key role in maintaining the planet’s basic
environmental balance, ensuring ecosystem stability, and
This paper explores preservice science teachers’ views and reflections of science, Indigenous Knowledge Systems (IKS) and their perspectives on the inclusion of Indigenous Knowledge holders as teachers in the academy, in the context of teaching Environmentally sustainable development practices.
– This article responds to a call for rethinking the science that we teach to school learners in South Africa. Much of the debate on the nature of science and science learning is reflected in a body of literature which analyses the tensions between disparate perspectives on science education.
South Africa has a number of policies to protect and promote indigenous knowledge (IK). The increasing interest in research into indigenous knowledge and science education in southern Africa has led not only to the production of publications, but also to numerous conferences, seminars, research centres, projects, learning materials, and postgraduate courses.