Transcript Document

George Glasson, Associate Professor
School of Education
[email protected]
Abstract
Researchers investigated how indigenous science
knowledge can enhance the learning of Western
Science and teaching about ecological sustainability
issues in developing African countries. Data sources
included interviews with traditional healers and
elders in Malawi to learn about indigenous science
practices, interviews with Malawian teachers to
assess their understandings and use of indigenous
science in the curriculum, and science curriculum
guides that pertain to the use of indigenous science.
These interviews and data analysis revealed that
traditional healers and elders were able to identify
many common applications of indigenous
knowledge, including: the medicinal use of plants,
preserving vegetables by boiling and storing in ash;
composting and soil fertilization using indigenous
agricultural practices, and channel irrigation. African
educators were also very aware of traditional
knowledge and practices; however, the acquisition
and application of indigenous science was
marginalized as not being acceptable science.
Indigenous
Science, Ecological Sustainability, and Education in Malawi
Literature Review
Traditional Ecological Knowledge (TEK) represents descriptive and explanatory
knowledge about nature acquired across generations of people from cultures with
strong oral traditions (Kawagley, Norris-Tull, 1998; Snively & Corsiglia, 2001)
Students from indigenous cultures may experience problems in school when crossing
cultural borders to learn Western Science (Aikenhead & Jegede, 1999;
Lewis & Aikenhead, 2001)
Ecological sustainability in Malawi impacted by socio-cultural factors associated with
colonialism (Glasson, G.E., Frykholm, J., Mhango, N., & Phiri, A., 2006).
Methods
Data Sources
• Audio and video recorded interviews with traditional healers and elders
• Audio-recorded interviews with Malawian educators
Data Analysis
• Post-colonial framework: hybridization of ideas from Western
and indigenous perspectives (Carter, 2004)
Results
Purpose
Investigate how indigenous knowledge can enhance
the learning of science and teaching about ecological
sustainability issues in Malawi
Challenges in Malawi: Ecological Sustainability
• Deforestation
• Poverty
• HIV-AIDS
• Water Borne Diseases
• Famine
Challenges in Malawi: Primary Education
• 80 students per class
• Lack of books & materials
• Teacher preparation
Absalom Phiri, Graduate Assistant
Ndalapa Mhango, Graduate Assistant
Indigenous Science, Ecological Sustainability, and Education in Malawi
Traditional Healer
• Traditional Medicines
- Roots and tree barks
- Leaves or seed pods from trees and herb
• Benefits
- Treats most prevalent diseases (e.g. Malaria)
- Inexpensive
• Challenges
- Growing negative attitude towards indigenous knowledge
- Deforestation
- Western medicine and traditional medicine working together
Vegetable Seller
•Traditional Food Preservation
- Vegetables : Boiled and sun-dried
- Cereals and legumes: use of ash made from certain types of trees
- Sweet potatoes: use of ash, sand
• Benefits
- Ensures ample food throughout the year
- Cheaper than western methods (ideal for rural people)
• Challenges
- Growing negative attitude (influence of western methods)
- Some foods cannot be preserved using this method
.
t Name
Traditional Farmer
• Traditional Soil Conservation
- Fertilize soil by growing
crops under
Msangu
trees (indigenous acacia
species)
-Use of traditional crops
to fertilize soil, e.g. pigeon
peas, kalongonda
(indigenous bean species)
• Benefits
- Cheaper than use of
chemical fertilizers
- Helps conserve water
• Challenges
- Traditional crops considered
of little commercial value
Dr. Chinkhuntha: Freedom Gardens
• Blends beneficial traditional
ecological knowledge with
western science
- Channel irrigation using
gravity
- Organic Gardening
- Composting
- Minimal resources (e.g. no inorganic fertilizers)
Indigenous Knowledge & Western Science
The interviews with the Malawian elders revealed rich
descriptions and information regarding indigenous
knowledge and practices. In each category of interviews,
we were able to identify connections with the indigenous
knowledge practices with Western Science (see
examples in table 1).
Interviews
Indigenous Kn owledge
Practices
Western Science
Connections
Traditional Healing
Medicinal use of plants (e.g.
bark of tree for treatment of
malaria).
Boiling preserves vegetables.
Quinine i s a chem ical found
in thebark used to treat
malaria.
Boiling destroys cells and
retards m etaboli c activity
and bacterial growth.
Preserving vegetables by
storing i n ash.
Ash absorbs m oisture, thus
retarding bacteria growth.
Food Preservation
Sustainabl e Agricult ure
Preserving seeds with crushed
tobacco and neem leaves.
Growing crops under the
msangu tree.
Channel irrigation and organic
composti ng to grow crops.
Tobacco and neem leaves
contain chemicals that kill
or repel seed pests.
Msangu tree drops leaves
in therai ny season, thus
provide com post and
ni trogen for the crops.
Eliminates use of fertiliz ers
and provides year-long
farm ing.