SpringerLink
Log in

Technology Teachers’ Use of Indigenous Knowledge to Integrate Environmental Education into Technology Education

  • Chapter
  • First Online:
Indigenous Technology Knowledge Systems

Part of the book series: Contemporary Issues in Technology Education ((CITE))

  • 243 Accesses

Abstract

This chapter aims to provide a fresh perspective on Technology Education (TE) and Environmental Education (EE) integrating indigenous practices to mitigate environmental issues. Decolonization of education could embrace the synergy of these disciplines and teach people in general about the environmental issues and offer solutions in turn. Botho and cooperative conceptual frameworks ground the chapter drawing from a qualitative standpoint. Sources cited in the chapter as well indicate the dearth of literature on the studies that explored the synergetic nature of TE, EE, and Indigenous Knowledge (IK) which is a reason for concern.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free ship** worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Barbarossa, C., Pelsmacker, P., & Moons, I. (2017). Personal values, green self-identity, and electric car adoption. Ecological Economics, 140, 190–200.

    Article  Google Scholar 

  • Chauke, O. R., Balotyi, T., Mapindani, A., Chauke, W. S., & Motlhaka, H. A. (2021). Rain petitioning as an indigenous agenda: Fusing ecological traditions with the modern IKS philosophy. Turkish Journal of Computer and Mathematics Education, 12(6), 4946–4950.

    Google Scholar 

  • Department of Basic Education. (2011). Curriculum and assessment policy statement grades 7–9 (schools) policy: Technology. Department of Education.

    Google Scholar 

  • Ezeanya-Esiobu, C. (2019). Indigenous knowledge and education in Africa. Springer.

    Book  Google Scholar 

  • Ford, J. D., King, N., Galappaththi, E. R., Pearce, T., McDowell, G., & Harper, S. L. (2020). Perspective: The resilience of indigenous peoples to environmental change. One Earth, 2, 532–543.

    Article  Google Scholar 

  • Gumbo, M. T. (2017). An indigenous perspective on technology education. In P. Ngulube (Ed.), Handbook of research on indigenous knowledge systems in develo** countries (pp. 137–160). IGI.

    Google Scholar 

  • Gumbo, M. T. (Ed.). (2020). Decolonization of technology education: African indigenous perspectives. Peter Lang.

    Google Scholar 

  • Kanene, K. M. (2016). Indigenous practices of environmental sustainability in the Tonga community of southern Zambia. Jàmbá: Journal of Disaster Risk Studies, 8(1), 1–7.

    Google Scholar 

  • Kumar, D., & Kalita, P. (2017). Reducing postharvest losses during storage of grain crops to strengthen food security in develo** countries. Foods, 6, e8.

    Article  Google Scholar 

  • Maluleke, R. (2019). A pedagogy for technology education: An indigenous perspective (DEd Thesis). University of South Africa.

    Google Scholar 

  • Mapotse, T. A., & Mashiloane, T. K. (2017). Nurturing learners’ awareness of littering through environmental campaigns: An action research approach. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 6909–6921.

    Article  Google Scholar 

  • Matsekoleng, T. K. (2017). Learners’ environmental awareness, effects on home and school practices towards littering: An action research case (MEd dissertation). University of South Africa.

    Google Scholar 

  • Matsekoleng, T. K. (2020). Parents’ daily household activities on child litter awareness: An action research case. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1924. https://doi.org/10.29333/ejmste/9343

  • Matsekoleng, T. K. (2021). Action research and environmental education within a home-based setup to conscientise children towards littering. Environment, Development and Sustainability, 23(10), 14163–14175.

    Article  Google Scholar 

  • Matsekoleng, T. K., & Mapotse, T. A. (2018, September 17–19). Mitigate littering through action research activities: An action-oriented knowledge-based environmental study. Rethinking teaching and learning in the 21st century. In Proceedings of the 5th South Africa International Conference on Education. South Africa, Manhattan Hotel Pretoria.

    Google Scholar 

  • Mercer, J., Dominey-Howes, D., Kelman, I., & Lloyd, K. (2007). The potential for combining indigenous and western knowledge in reducing vulnerability to environmental hazards in small island develo** states. Environmental Hazards, 7, 245–256.

    Article  Google Scholar 

  • Moyo, K. (2021). Secondary teachers’ views regarding learners’ awareness on household waste management in Newcastle South Africa (MEd dissertation). University of South Africa.

    Google Scholar 

  • Musthofa, K., & Koentjoro, K. (2019). The engaging of early age children in environmental behaviour through wayang kancil folktale. Journal of Environment and Sustainability, 3(3), 144–169.

    Google Scholar 

  • Nkosi, S. G., Gwandure, C., & Lukhele-Olorunju, P. (2021). Land reform and climate change in South Africa: Adaptation and mitigation through indigenous. Knowledge systems. Journal of Public Administration, 56(1), 93–105.

    Google Scholar 

  • Obiora, A. C., & Emeka, E. E. (2015). African indigenous knowledge system and environmental sustainability. International Journal of Environmental Protection and Policy, 3(4), 88–96.

    Article  Google Scholar 

  • Risiro, J., Tshuma, D. T., & Basikiti, A. (2013). Indigenous knowledge systems and environmental management: A case study of Zaka District, Masvingo Province, Zimbabwe. International Journal of Academic Research in Progressive Education and Development, 2(1), 19–39.

    Google Scholar 

  • Semenya, S. S., & Potgieter, M. J. (2014). Bapedi traditional healers in the Limpopo Province, South Africa: Their socio-cultural profile and traditional healing practice. Journal of Ethnobiology and Ethnomedicine, 10(4), 1–12.

    Google Scholar 

  • Seroto, J. (2020). Indigenous history and education before colonial times. In J. Seroto, M. N. Davids, & C. C. Wolhuter (Eds.), Decolonising education in the global South: Historical and comparative international perspectives (pp. 40–58). Pearson.

    Google Scholar 

  • Sheya, E. (2014). Indigenous knowledge and environmental education: A case study of selected schools in Namibia (MEd dissertation). University of Stellenbosch, Stellenbosch.

    Google Scholar 

  • Silo, N., & Khudu-Petersen, K. (2016). Hearing ancestral voices through creative art—A tool for environmental education for sustainability. International Journal of Education & the Arts, 17(9), 1–22.

    Google Scholar 

  • Thanh, N. D. (2019). Global garbage problem—Addressing waste management woes in stadiums. International Journal of Sports Science and Physical Education, 4(1), 1–8. https://bit.ly/32Qmz0q

  • Tovar-Gálvez, J. C. (2021). Bringing environmental education to the curriculum: Practical elements emergent from teaching experiences and research. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2236. https://doi.org/10.21601/ijese/9606

  • Wongchantra, P. (2012). Environmental studies. Mahasarakham University Press.

    Google Scholar 

  • Zazu, C. (2007). Exploring opportunities and challenges for achieving the integration of indigenous knowledge systems into environmental education processes a case study of the Sebakwe environmental education programme in Zimbabwe (MEd dissertation). Rhodes University, Grahamstown.

    Google Scholar 

  • Ziervogel, G., New, M., Van Garderen, E. A., Midgley, G., Taylor, A., Hamann, R., Stuart-Hill, S., Myers, J., & Warburton, M. (2014). Climate change impacts and adaptation in South Africa. WIREs Climate Change, 5, 605–620.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of South Africa, Pretoria, South Africa

    Tsebo K. Matsekoleng & Tomé A. Mapotse

Authors
  1. Tsebo K. Matsekoleng
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tomé A. Mapotse
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tsebo K. Matsekoleng .

Editor information

Editors and Affiliations

  1. University of South Africa, Pretoria, South Africa

    Mishack T. Gumbo

  2. School of Education, Curtin University, Perth, WA, Australia

    P. John Williams

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Matsekoleng, T.K., Mapotse, T.A. (2023). Technology Teachers’ Use of Indigenous Knowledge to Integrate Environmental Education into Technology Education. In: Gumbo, M.T., Williams, P.J. (eds) Indigenous Technology Knowledge Systems. Contemporary Issues in Technology Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-1396-1_18

Download citation

  • DOI: https://doi.org/10.1007/978-981-99-1396-1_18

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-99-1395-4

  • Online ISBN: 978-981-99-1396-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation