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<p>Indigenous knowledge (IK) refers to the ways that Indigenous people make sense of the world around them and how they recognize, value, share, and use knowledge in their daily lives. The main objectives of the current study were to identify the indigenous knowledge and practices of the people of Tigray (Ethiopia’s northernmost region consisting of the ethnic groups called Tegaru, Irob, and Kunama) and to understand the perceptions of teachers and students toward integration of IK with school science and mathematics subjects. Guided by the pragmatist paradigm and mixed research methodology, 1073 students and 129 teachers were randomly selected, and 96 interviewees (21 from workplaces and religious institutions, 45 students, and 30 teachers) were selected using snowball and purposive sampling. Data were collected through questionnaires, interviews, and observation methods. While the quantitative data were analyzed using descriptive statistics, qualitative data were analyzed using thematic analysis methods. The results showed that there are plenty of indigenous knowledge and practices related to mathematics (e.g., measurement, ratio and proportion, number sense) and science fields (e.g., medication practices in health, anti-termites in agriculture, fermentation practices in biology, chemical reactions in chemistry) in the communities of Tigray. The findings also showed that despite teachers’ and students’ having positive attitudes toward indigenous knowledge, there are no specific IK components integrated into the classroom. This implies that researchers should conduct further studies, document IK in a consumable (understood and utilized in classroom instruction) manner, and communicate to the concerned practitioners (teachers and students) of the education system.</p>

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Indigenous Knowledge and Practices of the Tigray People: How Do Teachers and Students Perceive Its Integration in Science and Mathematics Education?

  • 期刊论文

  • 发表日期：

    2025年1月21日

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  • Hilluf Reddu Tegegne,
  • Teklemichael Tesfay,
  • Moges Birhanu Hailesilassie,
  • Shishay Teklehaymanot Gebreyohaness

摘要

Indigenous knowledge (IK) refers to the ways that Indigenous people make sense of the world around them and how they recognize, value, share, and use knowledge in their daily lives. The main objectives of the current study were to identify the indigenous knowledge and practices of the people of Tigray (Ethiopia’s northernmost region consisting of the ethnic groups called Tegaru, Irob, and Kunama) and to understand the perceptions of teachers and students toward integration of IK with school science and mathematics subjects. Guided by the pragmatist paradigm and mixed research methodology, 1073 students and 129 teachers were randomly selected, and 96 interviewees (21 from workplaces and religious institutions, 45 students, and 30 teachers) were selected using snowball and purposive sampling. Data were collected through questionnaires, interviews, and observation methods. While the quantitative data were analyzed using descriptive statistics, qualitative data were analyzed using thematic analysis methods. The results showed that there are plenty of indigenous knowledge and practices related to mathematics (e.g., measurement, ratio and proportion, number sense) and science fields (e.g., medication practices in health, anti-termites in agriculture, fermentation practices in biology, chemical reactions in chemistry) in the communities of Tigray. The findings also showed that despite teachers’ and students’ having positive attitudes toward indigenous knowledge, there are no specific IK components integrated into the classroom. This implies that researchers should conduct further studies, document IK in a consumable (understood and utilized in classroom instruction) manner, and communicate to the concerned practitioners (teachers and students) of the education system.