Barriers to the Effective Integration of Indigenous Epistemologies in Life Sciences Teaching Practices

Abstract

This research investigates the challenges that pre-service educators face when incorporating Indigenous Knowledge Systems (IKS) into their Life Sciences classroom practices during teaching practice sessions in schools. Although the CAPS curriculum encourages the incorporation of traditional knowledge into Life Sciences pedagogies, little effort has been made to meet that expectation due to a variety of variables that this study seeks to explore. To do this, the study employed a qualitative methodological approach. This comprises semi-structured interviews with ten (10) Life Sciences pre-service teachers from randomly selected Life Sciences education exit modules. To analyze data and discover recurring patterns of barriers encountered during teaching practicums and themes, a qualitative research technique was used. The study's findings revealed that several student teachers' concerns included a lack of IK integration module training in their pedagogies, concerns about limited time to explore this pedagogy within the Life Sciences curriculum, a lack of materials, a limited understanding of merging IK with Western perspectives, and fear of being unable to represent IK sensitively. Despite these obstacles, the student teachers recognized the need for incorporating IK into Life Sciences content but lacked the necessary preparedness and curricular approval. This gap between the CAPS curriculum and subject practice highlights the necessity for teacher training that focuses on IK integrated resource tools such as lesson plans and collaborations with indigenous communities.