Indigenous Knowledge and Environmental Sustainability: A Technology Perspective

Abstract

This qualitative case study explores the essence of indigenous knowledge (IK) and environmental sustainability from a Technology perspective. IK is linked to the natural environment because it is framed within cultural practices. However, IK is sidelined in education and seeking the environment's sustainable solutions, thus disregarding its critical contribution to preserving the environment. Eight Senior Phase Technology teachers and a Curriculum Subject Advisor (CSA) were purposively selected and interviewed individually. Document analysis was also conducted on the CAPS Technology, Sasol Inzalo textbooks, and Annual Teaching Plans (ATPs). Data was analysed following the inductive thematic analysis framework. It was learned that teachers understood indigenous technology and articulated the importance of teaching about education for sustainable development (ESD). However, they did not integrate it into their teaching despite the opportunities in the analysed documents. The chapter contributes a more inclusive and culturally informed framework for teaching about SD and ESD.