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.
Impaired inflammatory response could result in undesirable effects as seen in chronic diseases such as tuberculosis (TB) and cancer. This study was based on an ethno-botanical survey of 6literature citations of medicinal plants used to treat inflammation-related conditions in Limpopo province of South Africa.
Understanding the uses of indigenous plants that are of economic importance to local communities is very much important in rural development strategies. The Marula (Sclerocarya birrea) Anacardiaceae family is widely used.
Indigenous plant resources provide rural communities with non-timber forest products that provide energy, food, shelter and medicine. Indigenous plant users in the rural communities have developed selective management methods to sustain plant resources.
The medicinal flora of the Venda region consists of a variety of species, which may potentially provide therapeutic agents to treat different diseases. Bark use for medicinal purposes has been reported for approximately 30% of the woody species (153 species) in the Venda region in southern Africa.
African Indigenous Knowledge Systems and Decolonization of Bioethics – Prof. Hassan O. Kaya, Director, DST-NRF Centre in Indigenous Knowledge Systems, University of KwaZulu-Natal, South Africa. AUSN Visiting Professor of Indigenous Knowledge Systems. Explore scholarships for postgraduate study at American University of Sovereign Nations
Chika Ezeanya-Esiobu wants to see Africans unleash their suppressed creative and innovative energies by acknowledging the significance of their indigenous, authentic knowledge. In this powerful talk, she shares examples of untapped, traditional African knowledge in agriculture and policy-making, calling on Africans to make progress by validating and dignifying their reality.