Cultivating culturally responsive teaching

Abstract

The integration of Indigenous knowledge into science education is a heated debate that has been ongoing in many parts of the world for many years. However, in the Namibian science curriculum, there seems to be a lack of clarity on possible Indigenous technological practices that can be integrated into science teaching. Instead, the technology that is emphasised is modernised or Western technologies. This is compounded by the fact that the continuing professional development programmes offered by the Ministry of Education for science teachers are often not aligned with the teachers’ needs. They are imposed from above and are inconsistent and inadequate to meet their needs. It is against this backdrop that I conducted a formative interventionist case study to support grade 11 chemistry teachers in co-developing and enacting exemplar science lessons that integrated traditional marula oil extraction. This study was underpinned by the transformative and Indigenous research paradigms. It was also informed by Engeström’s cultural-historical activity theory as the theoretical framework. In addition, Mavhunga and Rollnick’s topic-specific pedagogical content knowledge components were used as analytical frameworks. The study focused on working with chemistry teachers and tapping into the cultural heritage of Indigenous knowledge custodians to improve the teachers’ cultural knowledge brokerage and hence their pedagogical content knowledge. The research emphasised integrating Indigenous technological practices which evolve around recognising and engaging the learners’ home cultural background practices intended to localise the science curriculum. This study is a qualitative case study which followed transformative expansive learning processes. Data were generated using semi-structured interviews, change laboratory workshops, participatory observations, and journal reflections. The study’s findings revealed that the teachers involved in this study went through a shift in their agency – from a limited state of negative and resistant views towards integrating Indigenous technological practices to an expanded view with positive, committed, and accommodative attitudes. Moreover, their participation in change laboratory workshops enabled them to enhance their learners’ conceptual understanding, experimental techniques, and scientific skills. The major contribution of this study to new knowledge is indigenising curriculum through mobilising the indigenous technological practice of marula oil extraction. Methodologically, the study also contributed to the new knowledge regarding the participation of Indigenous knowledge custodians in a professional learning community as facilitators resulting in the shift in understanding and perspectives of Indigenous knowledge and technology. The study concluded that the indigenous technological practice of marula oil extraction was an effective cultural tool for mediating teaching and learning of the grade 11 chemistry concepts. The study thus recommends that teachers should work in collaboration with Indigenous knowledge brokers to learn more about Indigenous technological practices that can be integrated into their teaching. Teachers’ professional development and professional learning communities should, therefore, integrate these. This study further recommends that textbook writers should include and cite more examples of Indigenous technological practices and how to integrate them into science teaching. This might assist in promoting culturally responsive teaching in science classrooms.