Indigenous Technology Knowledge Systems: Decolonizing the Technology Education Curriculum

Description

There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct.   This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment.   The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well. An Introduction to Indigenous Technology Knowledge Systems Contents Abbreviations Part I A Case for Indigenous Technology in Technology Education 1 The Leapfrogging Effect of “Modern” Technology on Indigenous Technology: A Need to Transform Technology Education 1.1 Introduction 1.2 The Leapfrogging Theory 1.3 Leapfrogging Indigenous Technology by Exogenous Technology 1.4 A Different Thinking About Indigenous Technology 1.4.1 Zimbabwe 1.4.2 South Africa 1.4.3 India 1.5 Exclusionist Versus Inclusionist Development 1.5.1 External Influence of Innovation 1.5.2 The Globalisation Ideology 1.5.3 The Impact of Leapfrogging Technologies on the African Continent 1.5.4 Botho-Based Globalisation and Innovation 1.6 Transformation of Technology Education References 2 Making a Case for Indigenous Technological Knowledge Systems Education in Science, Technology, Engineering and Mathematics 2.1 Introduction 2.2 The Decline of STEM Education as a Result of the Hidden Curriculum 2.3 Reduced Participation and Unsatisfactory Performance of Underrepresented Populations in STEM 2.4 Politics of Curriculum and STEM: The Socio-Cultural Approach 2.5 Giving ITKSE Legitimacy in the Knowledge Space 2.6 Indigenous Technological Aspects of Indigenous Knowledge (Art as an Example) 2.7 The Recommended Socio-Cultural Approach Model to Legitimise WTKSE Within Indigenous Contexts 2.8 Conclusion References 3 Engineering Knowledge as Indigenous Knowledge 3.1 Introduction 3.2 The Nature of Indigenous Knowledge 3.3 The Nature of Technological Knowledge 3.4 The Double Value of Indigenous Knowledge in Technology Education 3.5 A Legitimate Place for Indigenous Knowledge in Technology Education 3.6 Conclusion References 4 Building Modern Technology Innovation on Indigenous Knowledge Systems in Technology Education 4.1 Introduction 4.2 Development of Technology Education into the School Curriculum 4.3 Philosophical Perspectives of Technology Education 4.4 The Relational Coexistence of IKS and Modern Technology 4.5 Building Modern Technology Within IKS Context 4.6 Conclusion References 5 Creating the Value of Indigenous Knowledge and Technologies in Technology Education Curriculum Through Intellectual Property Rights 5.1 Introduction 5.2 Indigenous Knowledge Technologies 5.3 Intellectual Property Rights 5.4 Forms of IP Protection for Indigenous Technologies 5.5 Intellectual Property Ownership—Community Versus Individual 5.6 Relevance of Indigenous Knowledge and Technologies in the Fourth Industrial Revolution 5.7 A Framework for Teaching Indigenous Technologies and IP in the Technology Education Curriculum 5.8 Conclusion References Part II The Cultural Root of Indigenous Technology and its Practices, Knowledge and Skills 6 Indigenous Technological Knowledge Systems Education: Technology Education in a Sámi School 6.1 Introduction 6.2 Technology Education in a Sámi School 6.2.1 Technology Education in the Sámi Preschool Class 6.2.2 Technology Education in the Sámi Primary School 6.3 Implications for Including ITKS in Technology Education 6.3.1 Multiple Cultural Perspectives on Technological Knowledge 6.3.2 A Holistic Perspective on the Knowledge Including Sustainable Development 6.3.3 Creating Meaningful Contexts 6.3.4 The Symbolic Value of Artifacts and Connections to Cultural Identity 6.3.5 The Historical Perspective 6.4 Conclusion References 7 Toys, Design and Technology: Intergenerational Connects and Embodied Cultural Practices 7.1 Introduction 7.2 Indigenous Knowledge Systems: Dealing with the Epistemological-Ontological Tension 7.2.1 Technologies as Situated and Appropriated: The ITKS Perspective 7.2.2 Unravelling IKS Through Relations with Symbols and Materials 7.3 Toys as Intergenerational, Cultural Artefacts 7.3.1 Toys as a Point of Contact and Continuity of Cultural Heritage 7.3.2 All-Round (Socio-Emotive, Cognitive, and Cultural) Human Development 7.4 Indigenous Technological Knowledge System: The Case of Indian Toys 7.4.1 Contextualising Design, Science, and Technology in and Through Toys 7.4.2 Generative Toys: Tinkering, Bricoleur, and Jugaad 7.4.3 Pedagogic Experiments Involving Thinking About, Along, and Through Toys 7.5 Toys, Cultural Heritage, and Legacy 7.6 Invoking Educational Shifts and Possibilities Notes References 8 Sthapatya Shiksha: Hindu Temple Architecture Education 8.1 A Brief Introduction to Hindu Temples 8.2 What Is a Temple? Why Are Temples Built? 8.3 Role of Temples 8.4 The Temple Is Technology 8.5 The Onto-Epistemology of Temple Architecture 8.6 Vastushastra Technology Education (VTE) 8.6.1 The Gurukul Tradition 8.6.2 Dharmic Universities 8.6.3 Curriculum 8.6.4 Community of Practice as Pedagogical Model 8.7 Sthapatya Education and Western Architectural Education 8.7.1 The Arc of Indian Architecture Education 8.7.2 How Does Sthapatya Architectural Education Relate to Western Understandings of Architecture Education? 8.8 Conclusion References 9 Ikat Weaving in India: A Case Study of Three Indigenous Traditions 9.1 Introduction to Ikat 9.2 The History of Ikat in India 9.3 Communities of Practice: Three Traditions of Ikat Weaving and Dyeing in India 9.3.1 Patola in Gujarat 9.3.2 Bandha in Odisha 9.3.3 Pogdubondhu or Pochampally in Andhra Pradesh 9.4 Ikat in Contemporary Technology Education and Teaching 9.5 Sustainability and Ikat Tradition References Part III Indigenous Technology and Curriculum 10 Nexus of Indigenous Technological Knowledge Systems and Design Education in Afrika’s Higher Education Institutions 10.1 Introduction 10.2 A Spotlight on Indigenous Knowledge and Technology 10.3 Integration of ITKS in Design Education 10.3.1 Relationship Between Culture and Design 10.3.2 Kenya’s Competency-Based Curriculum (CBC) 10.3.3 Strategies to Incorporate ITKS in Afrika’s Design Education 10.3.4 The Role of Government in Promoting ITKS and Design Education 10.4 Conclusion and Recommendation References 11 Indigenous Knowledge Systems in Aotearoa-New Zealand and the Development of the Māori Technology Curriculum 11.1 Introduction 11.2 Theoretical Positioning 11.3 Indigenous Knowledge or Mātauranga Māori in the Hangarau Context 11.4 The Emergence of Māori Curriculum Development in Aotearoa-NZ 11.5 The Inaugural Development of the Marautanga Hangarau–Māori-Medium Technology Curriculum 11.6 Curriculum Revisions 11.7 Conclusions and Recommendations References 12 Locating Indigenous Technological Knowledge Systems Education Within the Revised Curriculum in Zimbabwe 12.1 Introduction and Background to the Problem 12.2 Clarifying Questions Unpacking the Problem and Review of Some Pertinent Conceptual/theoretical Perspectives 12.3 Issues Surrounding Curriculum Change/Innovation and Development 12.4 Place of Indigenous Technology in Sustainable Development 12.5 Link Between Indigenisation and Economic Development 12.6 Place of Technology in Economic Development 12.7 Place of Cultural Diversity (Inclusive Culture) in Sustainable Development 12.8 Application of Indigenous Technology in Today’s Contexts 12.9 Research Design and Methodology 12.10 Findings 12.10.1 Possible Locations for ‘ITKSE’ Within Curriculum Framework 2015–2022 12.10.2 Identified Aspects of ITKSE Featuring Within Curriculum Framework 2015–2022 12.10.3 Nature of Relationship Between Aspects of ITKSE and Various Subject Areas Within Curriculum Framework 2015–2022 12.10.4 Pedagogical Ideas and Recommendations for Teaching Practice 12.11 Discussion and Implications 12.12 Conclusions and Recommendations for Further Investigation References 13 Decolonization of Indian Indigenous Technological Knowledge Systems Education: Linking Past to Present 13.1 Introduction 13.2 Indigenous Education in India 13.3 Indigenous Science and Technology Education of India 13.3.1 Indian Mathematics 13.3.2 Indian Medical Science and Technology 13.4 Colonial Education in India with Reference to Macaulay Wood Impact 13.5 Conclusion References 14 Examining the Technological Divide Between Africa and the Western World: A Case of South Africa 14.1 Introduction 14.2 Western Systematic Oppression and Exploitation of Africans for Colonial Gain 14.3 South African IKS Can Adapt to Accommodate Western Technology Education in a Variety of Human Enterprises and Demands 14.4 Western and African IKS Are Debated Within the Context of South African Curricula 14.5 Action Research to Bridge the Technological Divide Between Africa and the Western World 14.6 South African Technology Education Using African and Western Methodologies 14.7 Conclusion References 15 Indigenous Technological Knowledge for Education in Zimbabwe 15.1 Introduction 15.2 The School Curriculum in Zimbabwe 15.3 Indigenous Technological Knowledge Systems 15.3.1 Indigenous Knowledge and Sustainability 15.3.2 Indigenous Knowledge and Technology 15.4 Resources in Technology Education 15.5 The Value of Indigenous Knowledge and Technology 15.6 Recommendations for the Practical Application of IT in Zimbabwe 15.6.1 Heritage Studies 15.6.2 Agriculture, Mathematics, and Sciences 15.6.3 Humanities and Mass Displays 15.6.4 Commercials 15.6.5 Practical Subjects 15.7 Conclusion References Part IV Indigenous Technology in the Teaching and Learning of Technology 16 Learning Strategies that Promote an Integration of Indigenous Technology in the Teaching of Design Skills 16.1 Introduction 16.2 Indigenous Technology as a Learning Catalyst 16.3 Exploring the Integration of Indigenous Technology Through a Cooperative Learning Strategy 16.4 Exploring the Integration of Indigenous Technology Through an Experiential Learning Strategy 16.5 Cooperative Learning Strategy as a Stimulant to Integrate IK to Inculcate Design Skills 16.6 Experiential Learning Strategy as a Stimulant to the Integration of IK for Inculcating Design Skills 16.7 Conclusion References 17 Integrating Indigenous Technology into Science and Technology 17.1 Introduction 17.2 Concept of Indigenous Technology 17.3 The Significance of Indigenous Technology 17.4 Integrating Indigenous Technology in Science Learning 17.5 Conclusion References 18 Technology Teachers’ Use of Indigenous Knowledge to Integrate Environmental Education into Technology Education 18.1 Introduction 18.2 Indigenous People’s Conceptualization of Nature 18.3 Indigenous People’s Approach to Litter 18.4 Technology Education’s Role to Address Environmental Issues 18.5 Indigenous Technology and Environmental Policy 18.6 Indigenous Knowledge in Environmental Management 18.6.1 Land Management 18.6.2 Environmental Conservation 18.7 Integrating Technology Education and Environmental Education 18.8 Synergy of Indigenous Technology, Technology Education, and Environmental Education 18.9 Conclusion References 19 Indigenous Technologies: What Is There for ‘Green’ Technology Education? 19.1 Introduction 19.2 Greening and Indigenous Technology—Where Do They Collide? 19.2.1 Circular Economy Thinking 19.2.2 Contribution of Indigenous Technology to Circular Economy Thinking 19.2.3 Indigenous Technology and Sustainability Values 19.3 Indigenous Technology and the Learning of Green Skills 19.3.1 Indigenous Technology Within the Context of Problem-Oriented and Project-Based Learning 19.4 Applying Indigenous Technology for Greening Technology Education 19.4.1 Green Learning with Case Studies on Indigenous Technology 19.5 Circular Economy: Dream Farm 19.5.1 Lessons Learned from the Green Skills Hub Project 19.6 Conclusions Notes References 20 Ways in Which Technology Education Teachers Can Integrate Indigenous Technology Through Action Learning 20.1 Introduction 20.2 Technology Teacher’s Indigenous Knowledge 20.3 Restoring Pride on Teachers to Implement Indigenous Technology 20.4 Teachers’ Cultural Hindrances to Teaching Indigenous Knowledge Systems 20.5 Indigenous Technologies’ Relevance to Sustainable Development Goals 20.6 African Technology Education Teachers are Trapped into Techno-Colonialism 20.7 Conclusion References 21 Transforming Technology Education Curriculum Through Indigenous Technologies