Conceptualizing Culturally Responsive Science Teaching within a Values-driven Curriculum Perspective: Utilizing Ubuntu and Eziko as Indigenous Theoretical Frameworks

Abstract

Current literature expeditions re-echo earlier sentiments among teacher education scholars on the need to make classroom science teaching culturally sensitive. However, there is a scarcity of studies that comprehensively incorporate culture as a structural and mechanistic influence informing research and policies in science education. Against the background of a values-driven perspective of the National Curriculum Statement (NCS), the article proposes a novel approach to understanding culturally responsive science teaching (CRST) within the South African educational context by examining it through the lens of Indigenous cultural values, specifically Ubuntu and Eziko. In this context, Indigenous theories such as Ubuntu and Eziko, which are deeply intertwined with cultural values, offer valuable perspectives for conceptualizing CRST. As an Indigenous African philosophy, Ubuntu embodies a collection of knowledge, values, and practices to enhance human interconnectedness and dignity. Similarly, Eziko emphasizes the spirit of connectedness, humility, and respect, facilitating the co-creation of new knowledge. Suggestions were given for the meaning-making of these cultural values in terms of their Indigenous underpinnings in relation to CRST within the context of a science classroom. Through examples and theoretical insights, the article demonstrates how incorporating Ubuntu and Eziko principles into science teaching practices can enhance student learning outcomes and promote fundamental values enshrined in the post-apartheid South African Constitution. Overall, the article presents a holistic view of CRST that acknowledges the cultural nuances inherent in educational settings, particularly in South Africa. It underscores the importance of incorporating Indigenous cultural values into science education for more meaningful learning experiences.