Enhancing Indigenous Knowledge Systems in Education through Folklore: A Case Study at the Further Education and Training Phase in South Africa

Abstract

This article critically examines the role of folklore in teaching indigenous knowledge systems (IKS) within the Further Education and Training (FET) phase in South Africa, specifically in Home Languages curricula. Despite the recognised importance of indigenous knowledge systems in enhancing the relevance and effectiveness of education as articulated in the Curriculum and Assessment Policy Statement (CAPS), their integration into formal education remains hypothetical. Utilising a culturally relevant pedagogy framework iteratively and the decolonial theory, this article explores how folklore could serve as an effective medium for implanting the IKS formal education. The findings accentuate the need for policy reforms to prioritise folklore in the FET phase, ensuring that all learners studying Home Languages are exposed to IKS as that is crucial in nurturing the cultural identity and cognitive development among learners.