The conundrum of integrating indigenous knowledge in science curriculum themes: a review of different viewpoints

The leitmotiv of this paper is the relationship between the natural sciences and indigenous knowledge, and whether indigenous knowledge has a place in the school science curriculum. In this review paper, various perspectives on the role of indigenous knowledge in the science classroom are explored. Based on the tenets of respective science and indigenous knowledge, three different perspectives on such epistemological border-crossing are explored: the inclusive, the exclusive, and the ‘overlapping domains’ perspectives. The authors also consider factors that influence such border-crossing, such as teacher and learner factorsInstitute for Science and Technology Education (ISTE