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In South Africa, since 1994 when democracy was gained, the curricula at the school and tertiary levels were revised to be inclusive of local communitybased knowledge that is used by communities for their survival, Indigenous Knowledge. Indigenous Knowledge Systems (IKS), the system of knowledge that various societies developed before the introduction of modern science, is gaining greater recognition as policy, research, and teaching in the school and higher education levels. The national policy on the importance, the IKS policy of 2004 and the current schooling curriculum Curriculum Assessment Policy Statements (CAPS) for Natural, Physical and Life Sciences recognizes the teaching of IKS in schools. Several higher education institutions have established IKS centres of excellence, notably – University of North West, University of KwaZulu Natal, University of Limpopo etc (DBE, 2011; DST, 2004; Kaya, 2013). These centres serve as hubs for the historical tracing and growth of IKS in research, teaching and community engagement. Recent debates on decolonizing and transforming science education in South Africa have traversed from the relevance of indigenous epistemologies in formal education curricula to ‘how to teach’ indigenous knowledge in schools and higher education institutions. Consequently, many scholarships advertising for ways to rethink the curriculum in both the schooling and higher education sectors (Chikoko, 2016; De Beer & Petersen, 2016; Gumbo, 2016a, 2016b; Philip Higgs, 2016; Kamwendo, 2016; Kaya & Seleti, 2014; Le Grange, 2016; Msila, 2016a, 2016b; Msila & Gumbo, 2016; Mudaly, 2018; Shava, 2016; Webb, 2016). The integration of IKS in science education is hoped to counter the Western-focused science content with contextually relevant knowledge from communities in Africa. The access to knowledge for learners is broadened and they can experience their contextual knowledge in the classroom settings (De Beer & Petersen, 2016; Phillip Higgs, 2016). Moreover, teacher education programmes are to be grounded in the philosophical foundations of the indigenous culture of the local community and not to privilege only westernised scientific knowledge (Aikenhead & Lima, 2009). Maxwell Jnr Opoku, Angela James University of KwaZulu-Natal, South Africa Abstract. In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multisite ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts.

PEDAGOGICAL MODEL FOR DECOLONISING, INDIGENISING AND TRANSFORMING SCIENCE EDUCATION CURRICULA: A CASE OF SOUTH AFRICA