Creating Indigenous Knowledge Spaces in Physics Learning Environments: Postcolonial Views and Insights from High School Physics Teachers

Abstract

The study explores teachers’ perspectives on the possibility and necessity of creating indigenous knowledge spaces (IKS) in physical learning environments (PLE) for learning physics in high schools in Zimbabwe. Traditional PLE such as laboratories for learning physics are still dominated by colonized western pedagogical designs and features but can be redesigned in light of the recent debates on Indigenous Knowledge (IK) and Science integration decolonizing agenda. IKS intends to make classrooms physics more accessible and meaningful for both indigenous teachers and learners. In many African countries including Zimbabwe, educational policies indicate the need to integrate IK and IKS in the school curriculum. However, these policies do not provide guidelines on what IK to integrate, where and how to do it in the existing curriculum as well as how to create and facilitate IKS. There are limited studies on IKS and advice on how to transform current educational facilities spaces. This study therefore provides insights on how IK can be integrated in physics through the creation of IKS in the PLE. In this regard, data were gathered from 10 male and 10 female teachers using quantitative (Likert-scale questionnaires) and qualitative data (observations and interviews). The findings suggest that the existing physics PLE is limited in providing IK resources for the teachers. The teachers confirm that IKS can be created in the PLE where indigenous artefacts are incorporated, traditional homestead are modelled, etc. integrated together with existing physics laboratory and school resources. The study recommends a variety of IK resources and strategies in the creation of IKS but it will also require a team effort from teachers, community, and educational authorities in effecting the decolonizing agenda.