Perceptions of Chemical Engineering Students on Decolonizing the Curriculum by Incorporating Indigenous Knowledge Practices

• DOI: 10.36615/sotls.v7i2.260
• Publication Date: 2023-08-30T06:55:41Z
• Authors: Machodi Mathaba
• Keywords: Traditional Knowledge; Mainstream; Episteme

The #FeesMustFall movement, which rocked institutions of higher learning in South Africa 2015/2016, inspired robust engagement around the decolonization knowledge. Students argued that epistemological context education does not reflect African context. Activists if curricula did speak to local issues, challenges facing would remain. Incorporating indigenous knowledge practices into mainstream could signify a shift away from Western dominance episteme. Engineering is immune decolonization. This paper attempts extract views and observations 38 chemical engineering students, second year until PhD level, at University Johannesburg on decolonizing curriculum by incorporating practices. data was generated through an open-ended questionnaire. questionnaire required participants briefly describe with potential for elucidating principles. Participants identified umfuso, process drying vegetables sun, sieving leselo, made up reeds used separate light materials heavy ones, drinking cow urine as remedy cure various diseases, making traditional mageu, brewing beer (umqombothi) milling grinding maize meal, they believe had reshape curriculum. findings study show students concurred call transformation curriculum, but there lack consensus whether help achieve it, system acquiring itself needs