Ethno science practice as Indigenous wisdom: challenges to braiding with Western-based school science curriculum

Abstract

ABSTRACT This paper focuses on the context underpinning the implementation of ethno science at the K-12 school science curriculum in the context of Nepal. Since human evolution, Indigenous people have both gained scientific knowledge and practiced scientific skills. This paper refers to this knowledge as Ethno Science/ Indigenous Wisdom. However, hegemonic Western Science (WS) knowledge and practices deny such indigenous wisdom. In Nepal, school science curriculum is designed to teach Western scientific methods. The recognition, utilization, and validation of Indigenous Knowledge within the science curriculum generate challenges to students and teachers alike. The concern is that the Indigenous students continuously underperform when taught using Western Science. The bright spot is when Indigenous students are taught Western Science with Ethno Science/ Indigenous Wisdom as the bridge-builder between these two systems of knowledge.