Empowering Grade 10 Chemistry Teachers to Become Cultural Knowledge Brokers when Teaching Chemistry in Namibian schools

Abstract

The integration of Indigenous Knowledge (IK) in science teaching remains a challenge for most science teachers in Namibian schools. It is against this background that in this study we used the Indigenous technologies of preservation of Mahangu, pounding of Mahangu, and making Oshikundu as examples of how chemistry lessons could be contextualized, made relevant, and accessible to learners. A qualitative case study research design was employed and was underpinned by an Indigenous research paradigm. Five chemistry teachers, two Indigenous Knowledge Custodians (IKCs), and a critical friend voluntarily participated in this study. Data were generated from practical demonstrations, participatory observation, and journal reflections. Concepts from Vygotsky’s socio-cultural theory (SCT) were employed as theoretical lenses to analyse the data. The findings of this study revealed that the Chemistry teachers were able to identify and learn some chemistry-related concepts during the practical demonstrations by the IKCs.  One implication of this study is that continuing professional development is imperative for chemistry teachers. We thus recommend that Chemistry teachers need to tap into the cultural heritage of IKCs to become cultural knowledge brokers who can make science relatable and comprehensible to learners.

 Keywords:      Chemistry; Scientific Knowledge, Indigenous Knowledge, Indigenous Knowledge Custodians, Indigenous research paradigm, Socio-Cultural Theory