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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Inheemse en Westerse tegnologiese kennisstelsels : twee kante van dieselfde muntstuk? : oorspronklike navorsing

Volume 34, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
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Abstract

Inheemse kennis word dikwels kunsmatig as 'n bykomstigheid in die vorm van stereotipiese voorbeelde in sogenaamde Westerse dissipline-gebaseerde skoolvakkurrikula vir Tegnologie ingesluit. Die aard en grondtrekke van inheemse tegnologiese kennis is desondanks nog nie deeglik ondersoek en gedokumenteer nie, wat probleme en uitdagings vir kurrikulumontwikkelaars skep, veral wat die insluiting en integrering daarvan betref in kurrikula wat hoofsaaklik op Westerse tegnologie fokus. Die komplementêre aard van inheemse en Westerse kennisstelsels laat grensoorskryding tussen die twee stelsels toe. Die doel met hierdie artikel is om eerstens die komplementêre aard van inheemse tegnologiese kennisstelsels (ITKS) en Westerse tegnologiese kennisstelsels te ondersoek en te konseptualiseer aan die hand van Mitcham se raamwerk wat 'n Westerse tegnologiese kennisstelsel as vertrekpunt het. Tweedens om die implikasies van die komplementariteit van die twee kennisstelsels vir kurrikulumontwikkeling te ondersoek. Die bevindinge dui daarop dat dit by kurrikulumontwikkeling nuttig mag wees om inheemse tegnologie in kurrikula in te sluit met die doel om die komplementariteit tussen ITKS en Westerse tegnologiese kennisstelsels te versterk. Kurrikulumontwikkelaars behoort op die gemeenskaplike grondtrekke van inheemse en Westerse tegnologie vanuit 'n ontologiese, epistomologiese, metodologiese en wilsperspektief te fokus eerder as om inheemse kennis bloot kunsmatig as kliniese en steriele voorbeelde in Tegnologiekurrikula in te sluit.


Indigenous knowledge is often included artificially as an accessory by means of stereotypical examples in so-called Western, discipline-based school curricula for Technology. The nature and tenets of indigenous technological knowledge have however not been investigated and documented thoroughly, creating difficulties and challenges for curriculum designers, especially including and integrating it in curricula that focus mainly on Western technology. The complementary nature of indigenous and Western knowledge systems allows for 'border crossings' between these. The purpose of this article is firstly to investigate and conceptualise the complementary nature of indigenous technology knowledge systems (ITKS) and Western technology knowledge systems by using Mitcham's framework that is based on a Western technology knowledge system as point of departure; and secondly, to investigate the implications of the complementarity between the two knowledge systems for curriculum development. The findings indicate that it may be useful for curriculum designers to include indigenous technology in curricula with the purpose to strengthen the complementarity between ITKS and Western technology knowledge systems. Curriculum designers should focus on the common tenets of indigenous and Western technology from an ontological, epistemological, methodological and volitional perspective, rather than merely including clinical and sterile examples of indigenous knowledge in Technology curricula artificially.

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/content/aknat/34/1/EJC177924
2015-01-01
2019-10-20

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