Ulwazi Lwakdala - Indigenous knowledge in Science | An Anthropological Context

Ulwazi Lwakdala - Indigenous Knowledge in Science | An Anthropological Context
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The path to sustainable development is paved with the best intentions, rigorous research, and innovative solutions. But often, this journey co-operates a crucial treasure trove of anthropological knowledge. By understanding the cultural context, traditional practices, and social dynamics of diverse communities, we unlock powerful insights that can transform sustainable development from theory to reality. So, Explore the complexities of sustainable development with the anthropological lens! Explain how traditional knowledge, cultural values, and social structures hold the key to a thriving future. Thank you for your interest.
A short film about integrating indigenous knowledge alongside classroom science in Grahamstown, South Africa. It focuses on a research project started by Maren Seehawer and 5 local teachers aiming to discover how indigenous knowledge can inspire better learning, improve student contribution and make science more relatable. Through the experience of a school learner at Tantyi Primary School this film shows that indigenous knowledge has made a positive impact on his life and future career endeavours. It is an exploration of bringing two worlds, home and science, together.

The film begins with an avid learner, Lithe-that, who was first introduced to indigenous knowledge in the classroom at Tantyi Primary School in 2015. His teacher, Mr Nuntsu demonstrates to us how he builds the bridges between knowledge at home and knowledge at school. A fundamental role in this knowledge project is encouraging students to bring back knowledge from their elders, parents and siblings on indigenous knowledge. Furthermore, we meet Nomzi who offers insight on indigenous practices and cultural values and why they are important. Later we meet Maren, a Ph.D. student, and a member of the research project. She speaks on how indigenous knowledge can serve as a tool which not only offers alternatives to Western science but also allows for a practical and relatable take on education. Lastly, Lithe-that reveals the potential of integrating indigenous knowledge alongside classroom science. He inspires hope in bringing about a change in the South African science curriculum.

Report by Tess Miles, Thingo Mthombeni
School of Journalism and Media Studies, Rhodes University
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