Developing the behaviours that we value in physics knowers through implementing aspects of the Investigative Science Learning Environment (ISLE) approach in a South African high school

Situated in Physics Education Research, this study focused on physics learning through the Investigative Science Learning Environment (ISLE) approach. The ISLE approach is underpinned by the belief that students should learn physics through doing physics, and that all aspects of the learning experience should seek to enhance student well-being. The ISLE approach was introduced in the physics classrooms of two, well-resourced, independent South African high schools. Physics provides a context in which to develop behaviours that assist learning and that promote a learning-orientated mindset. Physics students need to be able to (i) actively engage to facilitate learning, (ii) connect the domains of a problem to construct a coherent knowledge structure, (iii) transfer their understanding of a concept to a new context, and (iv) grapple with concepts and problems. These behaviours, which are valued in physics students, should be modelled through activities so that students can be trained to adopt these practices. The Specialization dimension of Legitimation Code Theory (LCT) was used as the analytical framework for this study and translation devices were developed and used to code the activities in terms of the behaviours that they value. Both quantitative and qualitative data were collected in a mixed methods approach, and inductively determined codes were thematically analysed. The ISLE activities, as well as activities that were developed, based on ISLE principles, were found to legitimate the behaviours that we value in physics knowers. The student experience of the ISLE approach demonstrated the development of these behaviours for many students, although there remained a strong emphasis on performance. Activities that model all four of the valued behaviours were particularly effective.Thesis (PhD) -- Faculty of Humanities, Physics and Electronics, 202

Representations of everyday life in post-2000 Zimbabwean short fiction

This dissertation explores the dynamic nature of cultural productions and the perpetual flux in everyday experiences within Zimbabwean social and cultural spaces over the past two decades. Amid Zimbabwe’s contemporary techno-economic milieu, there has been a remarkable surge in literary works initially tailored for print readership, then adapted for digital platforms. This shift reflects broader changes in the country’s cultural production, where the interplay between traditional publishing and digital innovation has opened new avenues for literary expression and access. The overarching goal is to investigate the connection between contemporary short fiction in Zimbabwe and the material processes of transformation and reproduction across various historical periods, forms, contexts, and platforms. It focuses on print and digital archives characterised by ephemerality, aesthetic disobedience to established norms, and the deconstruction of conventional narrative structures, motifs, and characters. These creative processes thrive on borrowing, sampling, and remixing elements from orature, novels, short stories, music, and films. The study argues that these adaptive modifications empower writers to experiment flexibly and capitalise on their literary content. It includes an interpretive analysis of short stories written in English by marginalised writers, published in print magazines such as Parade, Moto, and The Sunday Mail Magazine, as well as on digital platforms like blogs and Facebook. The primary objective is to illustrate how contemporary writers use fictional depictions of everyday life to interrogate prevalent themes like survival, circular migration, venality, occultism, and sexuality. The theoretical framework draws on the concepts of everyday living by De Certeau (1984), Newell and Okome (2013), and Adesokan’s (2023) technologies of reuse. These theories underpin the analysis of textual and interpretive practices in print and digital publications. Ultimately, this dissertation underscores the mutable nature of contemporary literary developments in Zimbabwe, ii highlighting their profound implications for writers and readers in an era marked by technological advancements and shifting paradigms of literary consumption.Thesis (PhD) -- Faculty of Humanities, Literary Studies in English, 202

Bioprospecting for entomopathogenic fungi against a foliar citrus pest

Historically, pest management was highly dependent on the use of chemical insecticides for the control of agriculturally important pests. However, more recently, key export markets have imposed stringent chemical residue restrictions for citrus export. This deterring factor for chemical use has been coupled with the fact that these economically important pests are experiencing insecticidal resistance. As a result, the use of entomopathogenic fungi (EPF) has been explored as a complementary control option in integrated pest management (IPM) regimes. Previous research in South Africa identified several strains of Beauveria bassiana and Metarhizium spp. (including isolate M. pinghaense FCM Ar 23 B3). Laboratory bioassays evaluating the virulence of these isolates against major pests such as the false codling moth (FCM) (Thaumatotibia leucotreta, Lepidoptera: Tortricidae), citrus thrips (Scirtothrips aurantii, Thysanoptera: Thripidae), and citrus mealybugs (Planococcus citri, Hemiptera: Pseudococcidae) highlighted the potential of these EPF. While field trials targeting FCM with soil-applied treatments yielded encouraging results, foliar applications aimed at controlling citrus thrips and mealybugs showed limited success. These findings highlighted the need to assess the biological traits of the recovered isolates. Varying temperature ranges and humidity levels were found to not hinder the isolates' efficacy in the field. Conidial inactivation induced by ultraviolet (UV) radiation however, was. As these strains were recovered from the soil environment, it stood to reason that EPF isolates recovered from the foliar environment may be more suited for foliar application. Thus, bioprospecting for isolates from the aboveground environment was initiated and was the focal point of this thesis. Following the isolation and identification, the pathogenic ability and virulence, as well as the UV tolerance of these novel strains were established. Of the isolates recovered from the aboveground environment and identified using morphological and molecular techniques, four were B. bassiana (Px LM 4, Ha LM 11, Ha LM 12, Coe 18), one M. anisopliae (Hu LM 14), one Fusarium oxysporum (Pc HV 9), and one Geotrichum candidum yeast (Ha LM 2). The majority were isolated from insect cadavers, but one (Coe 18) was isolated as a foliar endophyte from an organically managed citrus farm in the Eastern Cape. Using standard protocols and conidial doses, the virulence of the recovered isolates was established against a common foliar pest of citrus, citrus mealybug. Isolate FCM Ar 23 B3 was included as a comparative control in this study as the virulence against citrus mealybug has previously been established. The initial screening of the isolates ranged between 15 and 90 % mortality. Isolates Px LM 4 and FCM Ar 23 B3 both induced an average mortality of 90 %. Isolates Ha LM 11, Ha LM 12, Hu LM 14, and Coe 18 caused mortalities greater than 60 % and were further investigated under dose-response assays. Of the six isolates measured for LC50, FCM Ar 23 B3 was the most virulent (5.25 × 105 conidia/ml), followed by Px LM 4 (1.09 × 106 conidia/ml) and Hu LM 14 (1.32 × 106 conidia/ml). The UV susceptibility to simulated sunlight of the six most virulent isolates was investigated. Whilst UV radiation certainly delayed the conidial germination of all the isolates, all the strains isolated from the aboveground environment demonstrated significant initial tolerance to UV radiation compared to the most virulent M. pinghaense FCM Ar 23 B3, which was recovered from the soil environment. Even though the B. bassiana Coe 18, which was recovered as an endophytic EPF, was not the most virulent, it stood out with strong initial UV tolerance and sustained a relatively high germination rate over time, establishing it as the most UV-tolerant isolate. Although formulation for development as a microbial biocontrol programme should not be overlooked for these isolates, the initial UV and sustained tolerance demonstrated by these aboveground isolates warrants further investigation under field conditions.Thesis (MSc) -- Faculty of Science, Zoology and Entomology, 202

Resource-based view of barriers and drivers to the survival of Small and Medium-sized Enterprises (SMEs) in rural areas of Centane in the Eastern Cape, South Africa

This research study set out to analyse the barriers and drivers of small business survival in rural areas of Centane. Small and Medium sized Enterprises (SME’s) are considered a crucial element in achieving economic growth as well as job creation. These businesses play a pivotal role in the improvement of rural economy and livelihood and their existence is intricately linked to the survival of the local communities. Hence, the study seeks to analyse the barriers experienced by rural SME’s, resources and interventions required to be successful, was conducted in Centane, a rural town situated in Mnquma Local Municipality, Amathole District Municipality, Eastern Cape Province, The Resource based theory framework was employed to better understand the selected case study. A semi-structured questionnaire was developed in English then translated into isiXhosa the local vernacular to easy the information flow and ensures the respondent confidence during the face-to-face interview. The interviews were randomly conducted to fourteen (14) key informants (SME’s). The data was analysed using thematic analysis. Results indicated that the inadequate infrastructure, lack of skills and training as well as funding and support from the government are the key barriers experienced by the SME’s. Furthermore, results showed that critical skills such as business, records, financial management as well as marketing are required to ensure the sustainability of the SME’s in this area. Through the integration of Resource-Based-Framework, the study revealed the significance, and the availability of both the tangible and intangible resources in shaping the competitive-edge, survival and the sustainability of SME’s in Centane. The involvement of local government and other related development agencies is recommended to actively participate and play a more active role in ensuring the development, survival, sustainability and success of the SME’s in this area. Their intervention should be through facilitation of trainings and skills development initiatives with special focus on financial, marketing and business-related skills.Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 202

Creating access to powerful knowledge in accounting education: a case study of pedagogies used in an accountancy diploma

Students enter universities to obtain a qualification that they believe will enhance their chances of employment and thereby a better future. But the World Economic Forum states that the world of work is changing so fast that 75% of companies are not prepared for the pace at which their industries are changing. The field of accounting, and accounting education in particular, is facing significant challenges as accountants change from being ‘number crunchers’ to engaging business partners. There is also a decrease in the demand for accountants, at the same time as increasing complaints that accounting graduates are unprepared for their work. These contextual challenges raise the question of ‘What can higher education institutions do to prepare students for a future of rapid change and uncertainty, specifically within the field of accounting?’ This study argues that epistemological access to powerful knowledge is essential for creating lifelong learners that can adapt to change. The study draws on Legitimation Code Theory (LCT) to visualise the powerful knowledge that students require access to in two thirdyear modules within a Diploma of Accounting. This is followed by an analysis of the pedagogies used in the two modules and how access to powerful knowledge is enabled (or hindered) through the pedagogical practices. Data include lecturer observations, course documents and interviews. The study found that there are significant differences between the knowledge structures of the modules, despite them being part of the same discipline. Furthermore, through the analysis I was able to identify key patterns in the pedagogies that enable access to powerful knowledge as well as pedagogical approaches that may constrain access to powerful knowledge. The findings of this study can help accounting lecturers as well as lecturers in similar disciplines to consider how their pedagogical practices enable epistemological access to the target powerful knowledge of their discipline.Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 202

Geological, petrological and geochemical investigation of the c. 3.45 Ga Stolzburg TTG Pluton at Crushers’ Quarry, Barberton greenstone belt, South Africa

This study investigates the tonalite-trondhjemite-granodiorite (TTG) suite and associated amphibolite xenoliths of the Stolzburg pluton at Crushers’ Quarry in the Barberton Granitoid-Greenstone Terrain, South Africa. Through detailed field mapping, petrography, geochemical analysis, δ¹⁸O investigation of quartz, and U-Pb zircon geochronology, the petrogenesis and geodynamic context of these Archean rocks were explored. Five major lithologies were identified: Coarse-grained trondhjemites, medium-grained tonalites, fine-grained tonalites, granodiorite sheets, and amphibolite xenoliths. Field evidence, including cross-cutting relationships, indicates that the coarse-grained trondhjemites intruded as the earliest phase, followed by medium-grained tonalites, which were then followed by fine-grained tonalites, and finally, granodiorite sheets, which represent the latest intrusive phase. Petrographic analysis reveals mineralogical differences between the trondhjemites and tonalites, with trondhjemites lacking hornblende and having lower mafic mineral content. Geochemical data support the interpretation that the TTGs formed through partial melting of variably hydrated metabasaltic sources (possibly at depth in the garnet stability field). The metabasaltic melt incorporated varying proportions of older, intermediate trondhjemite crust and volcaniclastic sediments during ascent and emplacement to form the Stolzburg pluton TTG suite of rocks. Elevated (above mantle) δ¹⁸O quartz values of the Stolzburg pluton TTG rocks ranging between 8.72 to 9.71‰ combined with it’s strongly peraluminous geochemical composition indicate the presence of an ancient crustal component that was assimilated into the metabasaltic melt source(s). It is proposed that a number of petrogenetic factors controlled the composition of the Stolzburg TTG rocks, including composition of the metabasalt source, degree of hydration of the metabasalt source and the extent of crustal contamination with older, pre-existing intermediate composition rocks. A possible candidate for the crustal contamination component could be the older 3.509 Ga Steynsdorp trondhjemite as well as ancient volcaniclastic sediments in the greenstone belt. The protolith to the amphibolite xenoliths occurring within the TTG suite are geochemically characterized as komatiitic basalt, recording either a subduction zone or crustal contamination geochemical signature. U-Pb zircon dating of the coarse-grained trondhjemites and medium-grained tonalites yield Concordia ages of 3429.9 ± 12 Ma (2σ) and 3414.0 ± 14 Ma (2σ), respectively. These Concordia ages represent an estimate of the igneous crystallization ages of the zircons and confirm that these TTGs were emplaced in close temporal succession. The U-Pb zircon ages are comparable to those in the published literature, although one sample with a significantly younger age is attributed to zircon open-system Pb-loss in complex early Archean zircons and also challenges with the LA-ICP-MS analytical technique used. The depth of metabasalt melting is not constrained in this study, similar to recent studies on early Archean TTGs. Various TTG geodynamic settings are explored ranging from melting at the base of a thick oceanic plateau to generation at depth in a subduction zone. In light of recent regional field observations, metamorphic constraints, apatite thermochronological data, U-Pb detrital zircon data and greenstone belt metabasalt geochemistry, a model of TTG crust generation in an episodic proto-subduction zone, involving subcretion and tectonic imbrication of oceanic lithosphere at c. 3.45 Ga, is considered.Thesis (MSc) -- Faculty of Science, Geology, 202

Macroinvertebrate colonisation of macroplastic litter in minimally disturbed river sites, Eastern Cape, South Africa

Macroplastic pollution remains a growing global environmental concern, and our understanding of its interaction with aquatic organisms is underdeveloped. It is also less clear how hydraulic biotopes influence macroinvertebrates colonisation of macroplastic relative to natural substrates. We investigated temporal and spatial patterns of macroinvertebrate colonisation on macroplastic litters in contrasting stream hydraulic biotopes (riffle, pool, and run) in minimally impacted headwater streams of Eastern Cape, South Africa. Plastic substrates of different proportions of natural and plastic litter were deployed across four sites. The Substrate group included 100% natural substrates (NS), 50% natural material and 50% plastic litters (NP), and 100% plastic (PD) litters. Each substrate group was deployed in riffle, pool, and run habitats for six months at each site

Enhancing Grade 12 physical sciences teachers’ pedagogical content knowledge to teach work, energy, and power bilingually in the Eastern Cape

South Africa has been performing very poorly in consecutive Trends in International Mathematics and Science Study (TIMSS) in Science and Mathematics, where it has been ranked last among all participating countries. Similarly, in the recent National Senior Certificate examinations (2017–2023), the percentage of candidates who scored at least 40% in Physical Sciences ranged from 39% to 51%. This points to a possible problem in the teaching and learning of Physical Sciences in schools. On close analysis, the question on the topic of Work, Energy, and Power, in particular, is usually one of the most poorly answered in the Physics paper of the Physical Sciences examination. Some South African studies have concluded that there is poor mastery of the energy concept in the Further Education and Training Phase by both learners and teachers. Against this backdrop, this formative interventionist study sought to support Grade 12 Physical Sciences teachers in co-developing and enacting exemplar lessons on Work, Energy and Power that incorporate everyday and home language through pedagogical translanguaging and transknowledging. The five teachers from township and rural schools and I formed a Professional Learning Community (PLC) to co-develop lessons later enacted by the teachers. The study was underpinned by an interpretivist paradigm and complemented by the critical theory paradigm. A qualitative case study research design was employed. Data were gathered using semi-structured interviews, document analysis, workshops, lesson observations and participant-teacher reflections. Vygotsky’s sociocultural theory was my theoretical framework, while Mavhunga and Rollnick’s five components of Topic-Specific Pedagogical Content Knowledge were used as an analytical lens. An inductive-deductive approach to data analysis was used. This study demonstrated how teachers in a PLC can work together to develop their individual pedagogical content knowledge in particular practice areas. The PLC created lesson plans that guided their use of pedagogical translanguaging techniques, such as code-switching, code-mixing, translation, and versioning of scientific terminology, to facilitate learning. In addition, the PLC created an IsiXhosa glossary for concepts related to Work, Energy, and Power. The study’s main contribution is that teachers involved in this study displayed transformative agency through co-constructing their pedagogical content knowledge (PCK) for pedagogical translanguaging. The study thus recommends that if the goal of improving epistemological access for learners who are learning Physical Sciences in a second language is to be realised, in-service teachers should be capacitated to apply pedagogical translanguaging, which brings about transknowledging using PLCs such as the one-formed for this study.Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 202

Follow the yellow flag road : advancing the biological control of a global wetland invader, and a case study on ecosystem recovery

Global change is accelerating habitat degradation and extinction rates, disproportionately affecting freshwater ecosystems. Biological invasions, a core component of global change, have been recognized as a major driver of this phenomenon. Invasive alien aquatic plants (IAAPs) are a prime example, disrupting ecological dynamics and hindering the economic and social activities that depend upon freshwater ecosystems. The best approach to managing IAAPs is preventing their introduction and taking swift action when infestations are detected. Unfortunately, most IAAPs are only recognized after they have spread, making eradication difficult and requiring expensive, ongoing management through manual, mechanical, or chemical means, which become less effective as infestations grow. In this regard, a sustainable alternative against IAAPs is provided by classical biological control. This method lays on the assumption that invasive species have been introduced in an environment which is free from their natural enemies, and that such release allowed them to redirect their resources towards growth and reproduction. Accordingly, weed biocontrol involves introducing one such enemy - a so-called biocontrol agent - to regulate the population of the plant, ideally reducing its density below a critical threshold, minimizing its impacts. Biocontrol programs must follow stringent protocols in order to a) ensure the selection of the most appropriate agents; b) guarantee their establishment and effectiveness in controlling their target; c) minimize the risks involved with their release; and d) monitor their impacts after they have been released. This thesis is composed of two parts, focusing on pre-release studies (Part I, Chapters 1-4) and post-release evaluations (Part II, Chapter 5), respectively. Part I explores the biological control of Iris pseudacorus L. (Iridaceae) – yellow flag – a Eurasian plant that has invaded temperate wetlands worldwide. The first step consisted of conducting field surveys across the native range of the weed, which led to the selection of three candidate biocontrol agents. As a second step, bioclimatic niche modelling was used to forecast the current and future suitability of the weed and its prospective agents. These models helped to identify areas most at risk of invasion and predict how climate change might affect biocontrol efficacy, showing differing impacts in the Northern and Southern Hemispheres. Further, a scoring system was developed to prioritize non-target plants for host-specificity testing, focusing on species within the family Iridaceae. Most taxa prioritized are native to the Americas, South Africa and eastern Asia, highlighting the importance of collaboration across regions when dealing with global invaders with complex phylogeographic distributions. Finally, a germination study confirmed that I. pseudacorus seeds from Argentina germinate more than Belgian seeds, especially in absence of cold stratification, suggesting increased performances of invasive populations and an adaptation to warmer temperatures. Nonetheless, impact assessments conducted on one of the three biocontrol agents demonstrated that it could cause juvenile mortality, suggesting it may effectively reduce seedling recruitment, though further research on agents targeting reproductive structures is recommended. Part II of the thesis addresses an often understudied aspect of post-release evaluations: ecosystem recovery following biological control. To do so, a case study is presented, investigating the biological control of water fern, Azolla filiculoides Lamb. (Salviniaceae), in Belgium. The results of this study are used to discuss the shortcomings of different experimental designs, the lack of baseline data in invasion ecology, and the intricacies of defining and quantifying ecosystem recovery in light of legacy effects and context-dependency.Wereldwijde verandering versnelt de degradatie van habitats en de uitstervingscijfers, met een onevenredige impact op zoetwaterecosystemen. Biologische invasies, een kernonderdeel van klimaatverandering, worden erkend als een belangrijke drijvende kracht achter dit fenomeen. Invasieve uitheemse waterplanten (IAAPs) zijn een duidelijk voorbeeld, omdat ze ecologische dynamiek verstoren en economische en sociale activiteiten belemmeren die afhankelijk zijn van zoetwaterecosystemen. De beste aanpak voor het beheer van IAAPs is het voorkomen van hun introductie en het nemen van snelle maatregelen bij het detecteren van besmettingen. Helaas worden de meeste IAAPs pas herkend nadat ze zich hebben verspreid, wat uitroeiing moeilijk maakt en dure, voortdurende beheersing vereist door handmatige, mechanische of chemische middelen, die minder effectief worden naarmate besmettingen toenemen. In dit opzicht biedt klassieke biologische bestrijding een duurzaam alternatief tegen IAAPs. Deze methode berust op de veronderstelling dat invasieve soorten zijn geïntroduceerd in een omgeving die vrij is van hun natuurlijke vijanden, waardoor ze hun middelen konden richten op groei en reproductie. Bijgevolg omvat onkruidbestrijding het introduceren van een dergelijke vijand - een zogenaamde biocontrole-agent - om de populatie van de plant te reguleren, idealiter door de dichtheid ervan onder een kritische drempel te verlagen en zo de impact ervan te minimaliseren. Biocontroleprogramma's moeten strikte protocollen volgen om a) de selectie van de meest geschikte agens te waarborgen; b) hun vestiging en effectiviteit bij het beheersen van hun doel te garanderen; c) de risico's van hun vrijlating te minimaliseren; en d) hun impact na vrijlating te monitoren. Dit proefschrift bestaat uit twee delen, gericht op respectievelijk pre-release studies (Deel I, Hoofdstukken 1-4) en post-release evaluaties (Deel II, Hoofdstuk 5). Deel I onderzoekt de biologische bestrijding van Iris pseudacorus L. (Iridaceae) - gele lis - een Euraziatische plant die gematigde moeraslanden wereldwijd heeft gekoloniseerd. De eerste stap bestond uit het uitvoeren van veldonderzoeken in het inheemse verspreidingsgebied van het onkruid, wat leidde tot de selectie van drie kandidaat-biocontroleagenten. Als tweede stap werd bioklimatisch nis-modelleren gebruikt om de huidige en toekomstige geschiktheid van het onkruid en zijn potentiële agens te voorspellen. Deze modellen hielpen gebieden met het grootste risico op invasie te identificeren en voorspelden hoe klimaatverandering de effectiviteit van biocontrole zou kunnen beïnvloeden, met verschillende effecten op het noordelijk en zuidelijk halfrond. Daarnaast werd een scoresysteem ontwikkeld om niet-doelplanten te prioriteren voor host-specifieke tests, met de nadruk op soorten binnen de familie Iridaceae. De prioritaire taxa zijn inheems in Amerika, Zuid-Afrika en Oost-Azië, wat het belang van samenwerking tussen regio’s onderstreept bij het omgaan met mondiale invasieve soorten met complexe fylogeografische verspreiding. Ten slotte bevestigde een kiemingsstudie dat I. pseudacorus zaden uit Argentinië meer kiemen dan Belgische zaden, vooral bij afwezigheid van koude stratificatie, wat wijst op verhoogde prestaties van invasieve populaties en aanpassing aan warmere temperaturen. Nochtans toonden effectbeoordelingen van een van de drie biocontroleagens aan dat deze de mortaliteit van juvenielen kon veroorzaken, wat suggereert dat het effectief kan zijn bij het verminderen van de zaailingrekrutering. Toch wordt verder onderzoek naar agenten die zich richten op reproductieve structuren aanbevolen. Deel II van het proefschrift behandelt een vaak onderbelicht aspect van post-release evaluaties: ecosysteemherstel na biologische bestrijding. Om dit te realiseren wordt een casestudy aangeboden over de biologische bestrijding van watervaren, Azolla filiculoides Lamb. (Salviniaceae), in België. De resultaten van deze studie worden gebruikt voor de bespreking van de tekortkomingen van verschillende experimentele ontwerpen, het gebrek aan basisgegevens in invasie-ecologie en de complexiteit van het definiëren en kwantificeren van ecosysteemherstel in het licht van nalatenschapseffecten en contextafhankelijkheid.Thesis (PhD) -- Faculty of Science, Zoology and Entomology, 202

Bridging cultures in science education: leveraging lesson study approach for indigenous knowledge integration in a township school

The South African Curriculum Assessment and Policy Statement (CAPS) encourages science teachers to use culturally responsive pedagogies in their teaching. This should be done by integrating Indigenous Knowledge (IK) in science teaching to make it accessible and relevant to learners. However, the policy falls short of giving clear details on how this ought to be done. For instance, the school textbooks hardly contain any IK and there are few or no readily available teaching resources either. To complicate matters, many science teachers have not been trained on how to integrate IK into science teaching. As a result, most of them do not integrate any IK during their science lessons. It is against this backdrop that this study aimed to leverage the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school. Underpinned by the indigenous research and transformative paradigms, a qualitative case study approach in a form of participatory action research was adopted. Six science teachers from a township school, five Indigenous Knowledge Custodians1 (IKCs), one critical friend (isiXhosa and English teacher from the same school) and three university lecturers and a school principal from Zambia who conducted various workshops, and I were the participants in this study. Qualitative data was generated using interviews (semi-structured and stimulated recall interviews), document analysis, workshop discussions, observations (participatory and classroom observations) and journal reflections. Vygotsky’s sociocultural theory, Shulman’s pedagogical content knowledge, specifically Topic-specific Pedagogical Content Knowledge (TSPCK) and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as complementary theoretical frameworks. A thematic approach to data analysis was employed to come up with sub-themes and themes. The main findings of the study revealed that through collaboration with Indigenous Knowledge Custodians and tapping into their cultural heritage the integration of IK into science lessons was possible. Thus, this study showed that leveraging the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school, shifted the science teachers’ Zone of Proximal Development and Pedagogical Content Knowledge positively. Also, this study revealed that the integration of IK promotes learner talk or argumentation. Moreover, the use of isiXhosa our home language proved to be an invaluable cultural tool for effective communication in this study. The study thus recommends that transformational professional learning communities (PLCs) be established in township schools and that teachers should work in collaboration with IKCs to learn about IK which could be integrated into other science topics. Furthermore, the study recommends that teachers should be trained in document analysis and how to use the TSPCK components to unpack the curriculum. This might help the teachers to understand the curriculum needs better, plan better, and hopefully teach better. Thus, the contention of this study is that teacher preparedness is inextricably linked to learner achievement.Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 202