Indigenous Technology Knowledge Systems: Decolonizing the Technology Education Curriculum

An Introduction to Indigenous Technology Knowledge Systems
Contents
Abbreviations
Part I A Case for Indigenous Technology in Technology Education
1 The Leapfrogging Effect of “Modern” Technology on Indigenous Technology: A Need to Transform Technology Education
1.1 Introduction
1.2 The Leapfrogging Theory
1.3 Leapfrogging Indigenous Technology by Exogenous Technology
1.4 A Different Thinking About Indigenous Technology
1.4.1 Zimbabwe
1.4.2 South Africa
1.4.3 India
1.5 Exclusionist Versus Inclusionist Development
1.5.1 External Influence of Innovation
1.5.2 The Globalisation Ideology
1.5.3 The Impact of Leapfrogging Technologies on the African Continent
1.5.4 Botho-Based Globalisation and Innovation
1.6 Transformation of Technology Education
References
2 Making a Case for Indigenous Technological Knowledge Systems Education in Science, Technology, Engineering and Mathematics
2.1 Introduction
2.2 The Decline of STEM Education as a Result of the Hidden Curriculum
2.3 Reduced Participation and Unsatisfactory Performance of Underrepresented Populations in STEM
2.4 Politics of Curriculum and STEM: The Socio-Cultural Approach
2.5 Giving ITKSE Legitimacy in the Knowledge Space
2.6 Indigenous Technological Aspects of Indigenous Knowledge (Art as an Example)
2.7 The Recommended Socio-Cultural Approach Model to Legitimise WTKSE Within Indigenous Contexts
2.8 Conclusion
References
3 Engineering Knowledge as Indigenous Knowledge
3.1 Introduction
3.2 The Nature of Indigenous Knowledge
3.3 The Nature of Technological Knowledge
3.4 The Double Value of Indigenous Knowledge in Technology Education
3.5 A Legitimate Place for Indigenous Knowledge in Technology Education
3.6 Conclusion
References
4 Building Modern Technology Innovation on Indigenous Knowledge Systems in Technology Education
4.1 Introduction
4.2 Development of Technology Education into the School Curriculum
4.3 Philosophical Perspectives of Technology Education
4.4 The Relational Coexistence of IKS and Modern Technology
4.5 Building Modern Technology Within IKS Context
4.6 Conclusion
References
5 Creating the Value of Indigenous Knowledge and Technologies in Technology Education Curriculum Through Intellectual Property Rights
5.1 Introduction
5.2 Indigenous Knowledge Technologies
5.3 Intellectual Property Rights
5.4 Forms of IP Protection for Indigenous Technologies
5.5 Intellectual Property Ownership—Community Versus Individual
5.6 Relevance of Indigenous Knowledge and Technologies in the Fourth Industrial Revolution
5.7 A Framework for Teaching Indigenous Technologies and IP in the Technology Education Curriculum
5.8 Conclusion
References
Part II The Cultural Root of Indigenous Technology and its Practices, Knowledge and Skills
6 Indigenous Technological Knowledge Systems Education: Technology Education in a Sámi School
6.1 Introduction
6.2 Technology Education in a Sámi School
6.2.1 Technology Education in the Sámi Preschool Class
6.2.2 Technology Education in the Sámi Primary School
6.3 Implications for Including ITKS in Technology Education
6.3.1 Multiple Cultural Perspectives on Technological Knowledge
6.3.2 A Holistic Perspective on the Knowledge Including Sustainable Development
6.3.3 Creating Meaningful Contexts
6.3.4 The Symbolic Value of Artifacts and Connections to Cultural Identity
6.3.5 The Historical Perspective
6.4 Conclusion
References
7 Toys, Design and Technology: Intergenerational Connects and Embodied Cultural Practices
7.1 Introduction
7.2 Indigenous Knowledge Systems: Dealing with the Epistemological-Ontological Tension
7.2.1 Technologies as Situated and Appropriated: The ITKS Perspective
7.2.2 Unravelling IKS Through Relations with Symbols and Materials
7.3 Toys as Intergenerational, Cultural Artefacts
7.3.1 Toys as a Point of Contact and Continuity of Cultural Heritage
7.3.2 All-Round (Socio-Emotive, Cognitive, and Cultural) Human Development
7.4 Indigenous Technological Knowledge System: The Case of Indian Toys
7.4.1 Contextualising Design, Science, and Technology in and Through Toys
7.4.2 Generative Toys: Tinkering, Bricoleur, and Jugaad
7.4.3 Pedagogic Experiments Involving Thinking About, Along, and Through Toys
7.5 Toys, Cultural Heritage, and Legacy
7.6 Invoking Educational Shifts and Possibilities
Notes
References
8 Sthapatya Shiksha: Hindu Temple Architecture Education
8.1 A Brief Introduction to Hindu Temples
8.2 What Is a Temple? Why Are Temples Built?
8.3 Role of Temples
8.4 The Temple Is Technology
8.5 The Onto-Epistemology of Temple Architecture
8.6 Vastushastra Technology Education (VTE)
8.6.1 The Gurukul Tradition
8.6.2 Dharmic Universities
8.6.3 Curriculum
8.6.4 Community of Practice as Pedagogical Model
8.7 Sthapatya Education and Western Architectural Education
8.7.1 The Arc of Indian Architecture Education
8.7.2 How Does Sthapatya Architectural Education Relate to Western Understandings of Architecture Education?
8.8 Conclusion
References
9 Ikat Weaving in India: A Case Study of Three Indigenous Traditions
9.1 Introduction to Ikat
9.2 The History of Ikat in India
9.3 Communities of Practice: Three Traditions of Ikat Weaving and Dyeing in India
9.3.1 Patola in Gujarat
9.3.2 Bandha in Odisha
9.3.3 Pogdubondhu or Pochampally in Andhra Pradesh
9.4 Ikat in Contemporary Technology Education and Teaching
9.5 Sustainability and Ikat Tradition
References
Part III Indigenous Technology and Curriculum
10 Nexus of Indigenous Technological Knowledge Systems and Design Education in Afrika’s Higher Education Institutions
10.1 Introduction
10.2 A Spotlight on Indigenous Knowledge and Technology
10.3 Integration of ITKS in Design Education
10.3.1 Relationship Between Culture and Design
10.3.2 Kenya’s Competency-Based Curriculum (CBC)
10.3.3 Strategies to Incorporate ITKS in Afrika’s Design Education
10.3.4 The Role of Government in Promoting ITKS and Design Education
10.4 Conclusion and Recommendation
References
11 Indigenous Knowledge Systems in Aotearoa-New Zealand and the Development of the Māori Technology Curriculum
11.1 Introduction
11.2 Theoretical Positioning
11.3 Indigenous Knowledge or Mātauranga Māori in the Hangarau Context
11.4 The Emergence of Māori Curriculum Development in Aotearoa-NZ
11.5 The Inaugural Development of the Marautanga Hangarau–Māori-Medium Technology Curriculum
11.6 Curriculum Revisions
11.7 Conclusions and Recommendations
References
12 Locating Indigenous Technological Knowledge Systems Education Within the Revised Curriculum in Zimbabwe
12.1 Introduction and Background to the Problem
12.2 Clarifying Questions Unpacking the Problem and Review of Some Pertinent Conceptual/theoretical Perspectives
12.3 Issues Surrounding Curriculum Change/Innovation and Development
12.4 Place of Indigenous Technology in Sustainable Development
12.5 Link Between Indigenisation and Economic Development
12.6 Place of Technology in Economic Development
12.7 Place of Cultural Diversity (Inclusive Culture) in Sustainable Development
12.8 Application of Indigenous Technology in Today’s Contexts
12.9 Research Design and Methodology
12.10 Findings
12.10.1 Possible Locations for ‘ITKSE’ Within Curriculum Framework 2015–2022
12.10.2 Identified Aspects of ITKSE Featuring Within Curriculum Framework 2015–2022
12.10.3 Nature of Relationship Between Aspects of ITKSE and Various Subject Areas Within Curriculum Framework 2015–2022
12.10.4 Pedagogical Ideas and Recommendations for Teaching Practice
12.11 Discussion and Implications
12.12 Conclusions and Recommendations for Further Investigation
References
13 Decolonization of Indian Indigenous Technological Knowledge Systems Education: Linking Past to Present
13.1 Introduction
13.2 Indigenous Education in India
13.3 Indigenous Science and Technology Education of India
13.3.1 Indian Mathematics
13.3.2 Indian Medical Science and Technology
13.4 Colonial Education in India with Reference to Macaulay Wood Impact
13.5 Conclusion
References
14 Examining the Technological Divide Between Africa and the Western World: A Case of South Africa
14.1 Introduction
14.2 Western Systematic Oppression and Exploitation of Africans for Colonial Gain
14.3 South African IKS Can Adapt to Accommodate Western Technology Education in a Variety of Human Enterprises and Demands
14.4 Western and African IKS Are Debated Within the Context of South African Curricula
14.5 Action Research to Bridge the Technological Divide Between Africa and the Western World
14.6 South African Technology Education Using African and Western Methodologies
14.7 Conclusion
References
15 Indigenous Technological Knowledge for Education in Zimbabwe
15.1 Introduction
15.2 The School Curriculum in Zimbabwe
15.3 Indigenous Technological Knowledge Systems
15.3.1 Indigenous Knowledge and Sustainability
15.3.2 Indigenous Knowledge and Technology
15.4 Resources in Technology Education
15.5 The Value of Indigenous Knowledge and Technology
15.6 Recommendations for the Practical Application of IT in Zimbabwe
15.6.1 Heritage Studies
15.6.2 Agriculture, Mathematics, and Sciences
15.6.3 Humanities and Mass Displays
15.6.4 Commercials
15.6.5 Practical Subjects
15.7 Conclusion
References
Part IV Indigenous Technology in the Teaching and Learning of Technology
16 Learning Strategies that Promote an Integration of Indigenous Technology in the Teaching of Design Skills
16.1 Introduction
16.2 Indigenous Technology as a Learning Catalyst
16.3 Exploring the Integration of Indigenous Technology Through a Cooperative Learning Strategy
16.4 Exploring the Integration of Indigenous Technology Through an Experiential Learning Strategy
16.5 Cooperative Learning Strategy as a Stimulant to Integrate IK to Inculcate Design Skills
16.6 Experiential Learning Strategy as a Stimulant to the Integration of IK for Inculcating Design Skills
16.7 Conclusion
References
17 Integrating Indigenous Technology into Science and Technology
17.1 Introduction
17.2 Concept of Indigenous Technology
17.3 The Significance of Indigenous Technology
17.4 Integrating Indigenous Technology in Science Learning
17.5 Conclusion
References
18 Technology Teachers’ Use of Indigenous Knowledge to Integrate Environmental Education into Technology Education
18.1 Introduction
18.2 Indigenous People’s Conceptualization of Nature
18.3 Indigenous People’s Approach to Litter
18.4 Technology Education’s Role to Address Environmental Issues
18.5 Indigenous Technology and Environmental Policy
18.6 Indigenous Knowledge in Environmental Management
18.6.1 Land Management
18.6.2 Environmental Conservation
18.7 Integrating Technology Education and Environmental Education
18.8 Synergy of Indigenous Technology, Technology Education, and Environmental Education
18.9 Conclusion
References
19 Indigenous Technologies: What Is There for ‘Green’ Technology Education?
19.1 Introduction
19.2 Greening and Indigenous Technology—Where Do They Collide?
19.2.1 Circular Economy Thinking
19.2.2 Contribution of Indigenous Technology to Circular Economy Thinking
19.2.3 Indigenous Technology and Sustainability Values
19.3 Indigenous Technology and the Learning of Green Skills
19.3.1 Indigenous Technology Within the Context of Problem-Oriented and Project-Based Learning
19.4 Applying Indigenous Technology for Greening Technology Education
19.4.1 Green Learning with Case Studies on Indigenous Technology
19.5 Circular Economy: Dream Farm
19.5.1 Lessons Learned from the Green Skills Hub Project
19.6 Conclusions
Notes
References
20 Ways in Which Technology Education Teachers Can Integrate Indigenous Technology Through Action Learning
20.1 Introduction
20.2 Technology Teacher’s Indigenous Knowledge
20.3 Restoring Pride on Teachers to Implement Indigenous Technology
20.4 Teachers’ Cultural Hindrances to Teaching Indigenous Knowledge Systems
20.5 Indigenous Technologies’ Relevance to Sustainable Development Goals
20.6 African Technology Education Teachers are Trapped into Techno-Colonialism
20.7 Conclusion
References
21 Transforming Technology Education Curriculum Through Indigenous Technologies