1. Abstract Researchers investigated how indigenous science knowledge can enhance the learning of Western Science and teaching about ecological sustainability issues in developing African countries. Data sources included interviews with traditional healers and elders in Malawi to learn about indigenous science practices, interviews with Malawian teachers to assess their understandings and use of indigenous science in the curriculum, and science curriculum guides that pertain to the use of indigenous science. These interviews and data analysis revealed that traditional healers and elders were able to identify many common applications of indigenous knowledge, including: the medicinal use of plants, preserving vegetables by boiling and storing in ash; composting and soil fertilization using indigenous agricultural practices, and channel irrigation. African educators were also very aware of traditional knowledge and practices; however, the acquisition and application of indigenous science was marginalized as not being acceptable science. Indigenous Science, Ecological Sustainability, and Education in Malawi Indigenous Science, Ecological Sustainability, and Education in Malawi t Name Absalom Phiri, Graduate Assistant Ndalapa Mhango, Graduate Assistant George Glasson, Associate Professor School of Education glassong@vt.edu Purpose Investigate how indigenous knowledge can enhance the learning of science and teaching about ecological sustainability issues in Malawi Challenges in Malawi: Ecological Sustainability Deforestation Poverty HIV-AIDS Water Borne Diseases Famine Challenges in Malawi: Primary Education 80 students per class Lack of books & materials Teacher preparation Literature Review Traditional Ecological Knowledge (TEK) represents descriptive and explanatory knowledge about nature acquired across generations of people from cultures with strong oral traditions (Kawagley, Norris-Tull, 1998; Snively & Corsiglia, 2001) Students from indigenous cultures may experience problems in school when crossing cultural borders to learn Western Science (Aikenhead & Jegede, 1999; Lewis & Aikenhead, 2001) Ecological sustainability in Malawi impacted by socio-cultural factors associated with colonialism (Glasson, G.E., Frykholm, J., Mhango, N., & Phiri, A., 2006).. Results Traditional Healer Traditional Medicines - Roots and tree barks - Leaves or seed pods from trees and herb Benefits - Treats most prevalent diseases (e.g. Malaria) - Inexpensive Challenges - Growing negative attitude towards indigenous knowledge - Deforestation - Western medicine and traditional medicine working together Data Analysis Post-colonial framework: hybridization of ideas from Western and indigenous perspectives (Carter, 2004) Vegetable Seller Traditional Food Preservation - Vegetables : Boiled and sun-dried - Cereals and legumes: use of ash made from certain types of trees - Sweet potatoes: use of ash, sand Benefits - Ensures ample food throughout the year - Cheaper than western methods (ideal for rural people) Challenges - Growing negative attitude (influence of western methods) - Some foods cannot be preserved using this method Methods Data Sources Audio and video recorded interviews with traditional healers and elders Audio-recorded interviews with Malawian educators Dr. Chinkhuntha: Freedom Gardens Blends beneficial traditional ecological knowledge with western science - Channel irrigation using gravity - Organic Gardening - Composting - Minimal resources (e.g. no inorganic fertilizers) Traditional Farmer Traditional Soil Conservation - Fertilize soil by growing crops under Msangu trees (indigenous acacia species) - Use of traditional crops to fertilize soil, e.g. pigeon peas, kalongonda (indigenous bean species) Benefits - Cheaper than use of chemical fertilizers - Helps conserve water Challenges - Traditional crops considered of little commercial value Indigenous Knowledge & Western Science The interviews with the Malawian elders revealed rich descriptions and information regarding indigenous knowledge and practices. In each category of interviews, we were able to identify connections with the indigenous knowledge practices with Western Science (see examples in table 1).