Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study

This study examines learning interactions around indigenous ways of knowing associated with fermented grain foods (the making of umqombothi) and the concept of alcoholic fermentation in the Grade 11 Life Sciences curriculum. As an environmental education study it also investigates the cultural signi...

Full description

Bibliographic Details
Main Author: Hanisi, Nosipho
Format: Others
Language:English
Published: Rhodes University 2007
Subjects:
Online Access:http://hdl.handle.net/10962/d1008372
id ndltd-netd.ac.za-oai-union.ndltd.org-rhodes-vital-1957
record_format oai_dc
spelling ndltd-netd.ac.za-oai-union.ndltd.org-rhodes-vital-19572018-07-06T03:24:08ZNguni fermented foods: working with indigenous knowledge in the Life Sciences: a case studyHanisi, NosiphoLife sciences -- Study and teaching (Secondary) -- South Africa -- Case studiesEnvironmental education -- South Africa -- Case studiesFermented foods -- Case studiesFermentationIndigenous peoples -- Case studiesNguni (African people) -- Social life and customs.Xhosa (African people) -- Social life and customs.EthnoscienceThis study examines learning interactions around indigenous ways of knowing associated with fermented grain foods (the making of umqombothi) and the concept of alcoholic fermentation in the Grade 11 Life Sciences curriculum. As an environmental education study it also investigates the cultural significances of the fermented grain food and how learners might make better lifestyle choices. The inclusion of indigenous ways of knowing in the Life Sciences curriculum (FET band) created spaces and opportunities for the use of both knowledge's in sociocultural context and the structured propositions of the learning area in order to construct knowledge. This stimulated learners' understanding of fermentation and also led to a valuing of social context as well as the cultural capital embedded in the indigenous ways of knowing. The study suggests that parental involvement contributed to this valuing of intergenerational ways of knowing. Learners also deliberated how colonial interpretations of Nguni culture and the religious beliefs of Christians had served to marginalise and foster a widening urban rejection of isiXhosa cultural practices related to fermented foods. In their learning and discussion, learners developed new insights and respect for isiXhosa fermentation practices (ukudidiyela) that bring out the food value and nutrition in the grain. The data illustrates that lesson activity that drew on relevant Learning Outcomes and Assessment Standards to integrate Indigenous Knowledge practices in a Life Sciences learning programme, served to enhance learner understanding of alcoholic fermentation. They also document a revaluing of cultural heritage and learners bringing up the problem of alcohol abuse in the community. Curriculum work with Indigenous Knowledge thus not only assisted learners to grasp the science but to use this alongside a valued cultural knowledge capital to deliberate and act on a local concern.Rhodes UniversityFaculty of Education, Education2007ThesisMastersMEd130 leavespdfvital:1957http://hdl.handle.net/10962/d1008372EnglishHanisi, Nosipho
collection NDLTD
language English
format Others
sources NDLTD
topic Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies
Environmental education -- South Africa -- Case studies
Fermented foods -- Case studies
Fermentation
Indigenous peoples -- Case studies
Nguni (African people) -- Social life and customs.
Xhosa (African people) -- Social life and customs.
Ethnoscience
spellingShingle Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies
Environmental education -- South Africa -- Case studies
Fermented foods -- Case studies
Fermentation
Indigenous peoples -- Case studies
Nguni (African people) -- Social life and customs.
Xhosa (African people) -- Social life and customs.
Ethnoscience
Hanisi, Nosipho
Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study
description This study examines learning interactions around indigenous ways of knowing associated with fermented grain foods (the making of umqombothi) and the concept of alcoholic fermentation in the Grade 11 Life Sciences curriculum. As an environmental education study it also investigates the cultural significances of the fermented grain food and how learners might make better lifestyle choices. The inclusion of indigenous ways of knowing in the Life Sciences curriculum (FET band) created spaces and opportunities for the use of both knowledge's in sociocultural context and the structured propositions of the learning area in order to construct knowledge. This stimulated learners' understanding of fermentation and also led to a valuing of social context as well as the cultural capital embedded in the indigenous ways of knowing. The study suggests that parental involvement contributed to this valuing of intergenerational ways of knowing. Learners also deliberated how colonial interpretations of Nguni culture and the religious beliefs of Christians had served to marginalise and foster a widening urban rejection of isiXhosa cultural practices related to fermented foods. In their learning and discussion, learners developed new insights and respect for isiXhosa fermentation practices (ukudidiyela) that bring out the food value and nutrition in the grain. The data illustrates that lesson activity that drew on relevant Learning Outcomes and Assessment Standards to integrate Indigenous Knowledge practices in a Life Sciences learning programme, served to enhance learner understanding of alcoholic fermentation. They also document a revaluing of cultural heritage and learners bringing up the problem of alcohol abuse in the community. Curriculum work with Indigenous Knowledge thus not only assisted learners to grasp the science but to use this alongside a valued cultural knowledge capital to deliberate and act on a local concern.
author Hanisi, Nosipho
author_facet Hanisi, Nosipho
author_sort Hanisi, Nosipho
title Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study
title_short Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study
title_full Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study
title_fullStr Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study
title_full_unstemmed Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study
title_sort nguni fermented foods: working with indigenous knowledge in the life sciences: a case study
publisher Rhodes University
publishDate 2007
url http://hdl.handle.net/10962/d1008372
work_keys_str_mv AT hanisinosipho ngunifermentedfoodsworkingwithindigenousknowledgeinthelifesciencesacasestudy
_version_ 1718709700821778432