Indigenous knowledge intermediate phase learners in a rural area have of rainfall : a case study of intermediate phase learners in rural KwaZulu-Natal

Abstract

The aim of this study is to find out what indigenous knowledge intermediate phase learners in a rural area have of rainfall. The case study was conducted at the Nondweni area at Nqutu. The study relates to the new Curriculum 2005 which emphasises changes in education, of which critical thinking, background knowledge and community involvement are included. The case study method was used to find out what indigenous knowledge these learners in rural areas have of rainfall. Data was gathered through interviews, story analysis and observations. The case study found that learners' indigenous knowledge is neglected in schools. It was realised that curriculum knowledge about rainfall as is the case with many aspects of the curriculum, cannot be taught in isolation from contextual knowledge. The cuniculum knowledge should be integrated with the indigenous knowledge learners' have of rainfall in the classroom situation. Some recommendations are made for this problem. Firstly I recommend that teachers should not neglect learners' indigenoltS knowledge. This may imply that teachers educatfon cuniculum itself is improved and contextualised. Secondly I recommend that African researchers should become inspired and engaged in further studies about the indigenous knowledge in general, and knowledge that learners bring to school, so that this knowledge can be documented and systematised. Lastly, I recommend that Cu1Ticulum designel'S should incorporate indigenous knowledge in the school curriculum.