Indigenous Heritage Knowledge: Natural Science and Technology Grades 4-6
Item
Title of Resource
Indigenous Heritage Knowledge: Natural Science and Technology Grades 4-6
Identifier
FP_0134
TypeofFocus
General focus (e.g., if the resource covers several topics)
See all items with this value
Format
Book or booklet
See all items with this value
License
Audience Education Level
Teacher educators & curriculum advisors (teacher pd)
See all items with this value
Learners grades 4-6
See all items with this value
Type
text
Publication Continent
Africa
Competency
Strategic planning
See all items with this value
Normative
See all items with this value
Interpersonal
See all items with this value
Science Approaches
Scientific method & process skills
See all items with this value
Change-oriented and action learning
See all items with this value
Learning Approaches
Place-based learning - (type of experiential learning within a local place and community)
Inquiry-based learning - (active learning that starts by posing questions, problems or scenarios)
Includes References
Yes
Suggested Usefulness
Very useful
See all items with this value
Indigenous Voice
Yes. Cultural heritage practices, Local context, Indigenous knowledge systems
Women and Children Agency
Yes. On sustainable construction of homes:
Men and women share the construction of a hut. Men collect wooden saplings (from e.g. Acacia spp) and construct the frame by arranging them in into a dome shaped framework leaving a low gap for the entrance (the purpose of the low gap was to force anyone entering the hut to stoop as a form of defence against intruders). A central wooden pole acts as the support. The women collect the grass thatch (from thatch grass Hyperrhenia filipendula and Hyparrehenia hirta)) and arrange and bind it onto the frame using split reeds or tree bark. The women also make the floor from a mixture of termite mound soil and cow dung mixed into a thick semi-solid consistency and spread over the floor and allowed to set into a rock hard surface. The mixture is then smoothed and polished to a mirror-like finish using a polishing stone. The cow dung and clay mixture is also used to from a raised hearth (iziko) for cooking. . Indigenous Knowledge practices has within its structure techniques that support and cater for women and children often through its community leaders and chiefs.
Men and women share the construction of a hut. Men collect wooden saplings (from e.g. Acacia spp) and construct the frame by arranging them in into a dome shaped framework leaving a low gap for the entrance (the purpose of the low gap was to force anyone entering the hut to stoop as a form of defence against intruders). A central wooden pole acts as the support. The women collect the grass thatch (from thatch grass Hyperrhenia filipendula and Hyparrehenia hirta)) and arrange and bind it onto the frame using split reeds or tree bark. The women also make the floor from a mixture of termite mound soil and cow dung mixed into a thick semi-solid consistency and spread over the floor and allowed to set into a rock hard surface. The mixture is then smoothed and polished to a mirror-like finish using a polishing stone. The cow dung and clay mixture is also used to from a raised hearth (iziko) for cooking. . Indigenous Knowledge practices has within its structure techniques that support and cater for women and children often through its community leaders and chiefs.
Social Inclusion
Yes. Men and women are involved in performing their respective roles in upholding traditional processing. Example, men carve woods, melt irons for spares knives, tan skins for use in clothing etc. Women make pots, eating and drinking utensils, baskets etc.
Entrepreneurial Opportunities
Yes
Sustainable Development Goal
SDG 1 - No Poverty
SDG 3 - Good Health & Well-Being
SDG 4 - Quality Education
SDG 5 - Gender Equality
SDG 8 - Decent Work & Economic Growth
SDG9 - Industry
Innovation & Infrastructure
SDG 10 - Reduced Inequalities
SDG 11 - Sustainable Cities & Communities
SDG 12 - Responsible Production & Consumption
SDG 16 - Peace
Justice & Strong Institutions
SDG 17 - Partnerships for the Goals
Interpersonal Competency Areas
Cultural diversity
Strategic Planning Competency Areas
Human rights
Gender equality
Global citizenship
Cultural diversity
Normative Competency Areas
Human rights
Gender equality
Culture of peace and non-violence
Global citizenship
Cultural diversity
Anticipatory Skills Competency Areas
Human rights
Gender equality
Culture of peace and non-violence
Global citizenship
Cultural diversity
Systems Thinking Competency Areas
Human rights
Gender equality
Global citizenship
Cultural diversity
Intrapersonal Competency Areas
Global citizenship
Action Competency Areas
Human rights
Cultural diversity
Abstract
Universal responsibility - (sense of global responsibility)
Earth love - (respect Earth and life in all its diversity)
Health and resiliency
Systems thinking - (process for understanding the interrelationships among the key components of a system)
Peace and collaboration
