Indigenous knowledge in the National Curriculum statement - from policy to practice for environmental education

Abstract

ABSTRACT Within the National Curriculum Statement, Principle 8 refers to the value of indigenous knowledge systems. This represents the move towards a culturally appropriate curriculum as part of South Africa’s post-Apartheid changes to the education system, in line with the Constitution. Neither environmental education nor indigenous knowledge exist as independent learning areas within the National Curriculum Statement. However, given that indigenous knowledge systems has been included as a principle underpinning the entire National Curriculum Statement, this study examined its potential in contributing to environmental education and the development of environmentally responsible citizens. What has emerged is a plethora of challenges associated with policy translation, South Africa’s colonial legacy, teacher training and the dearth of resource materials, among others, that are effectively coalescing to militate against the effective implementation of Principle 8. Consequently, not only is the country faced with the continued devaluing and loss of indigenous knowledge systems but also with missed opportunities for its enrichment of environmental education and environmental management