1. 3-5 March | DBSA | Midrand The National Environmental Skills Summit

2. FUNDISA FOR CHANGE RESEARCH Day 3 | 5 March 2015

3. Soul Shava Department of Science & Technology Education, UNISA EXPLORING THE INCLUSION OF IKS IN CAPS

4. Historically contextualising IKS in the curriculum (cont.) Indigenous knowledges have to large extent been marginalised, excluded, invalidated, inferiorized, misrepresented in the curriculum during the apartheid era which has privileged Western/Euro-Americentric (colonial) epistemologies and knowledge disciplines that have been masqueraded as neutral, unlocated, disembodied and universal The resultant outcome of these processes of exclusion is the creation of curricula and schools that are detached from the contextual reality of the learner (and the educators) and bereft of the learner’s lived knowledge and experiences – i.e. schools as zones of cultural & knowledge exclusion (‘colonial satellites of the Western academy’– Dei 2014)

5. Historically contextualising IKS in the curriculum The reframing of the in the post-apartheid curriculum up to CAPS to include of IK aspects provides an opportunity for re-contextualising learning to prioritise the local contexts and to give value to local indigenous knowledges, cultures and practices as well a role the community (as knowledge holders) in the children's education. IK inclusion in the curriculum opens up opportunities for plural knowledge representation (western and indigenous knowledges rather western vs indigenous knowledges)

7. Fundisa Teaching IK Module The Teaching IK module: identifies environmental IK aspects existing in the curriculum (ecosystems, structures, energy, systems, processing, etc.) explores opportunities for the inclusion of local indigenous environmental epistemologies, teachings, pedagogies and practices in EE processes within subject disciplines draws on the exploration of the local context (observation, experiential learning, investigations, storytelling, etc.) promotes the realisation among local leaners of the value of their own knowledges and practices and the reconnection of leaners of leaners to their lived environments (contextual relevance) in their learning processes Emphasises the existence of alternative/plural knowledge systems, highlighting knowledges previously excluded in the curriculum

8. Thank You