Kota, L.S. (2007) Local food choices and nutrition: a case study of amarewu in the FET consumer studies curriculum. Masters thesis, Rhodes University.
This case study examines the introduction of Indigenous Knowledge (IK) in the Consumer Studies curriculum of Further Education and Training (FET). The research is centred on the use of enquiry methodologies involving learners observing parent demonstrations of the making of ‘amarewu’ and other activities centred on the propositional knowledge dealing with fermentation in the Consumer Studies curriculum. The research involved a review of curriculum documents, participant observation of a demonstration of local food practices related to ‘amarewu’ and learner research activities and interviews to review the developing learning interactions. The learning activities were focused on the learners’ researching the cultural and nutritional value of ‘amarewu’ and included an audit of food consumed in the community. What transpired from this study was that working with IK in the curriculum is possible. The inclusion of IK is not only possible but desirable and has exciting possibilities for relevance in contemporary education. The active involvement in parent demonstration engaged the learners in IK in their mother tongue, therefore indigenous knowledge has relevance. The curriculum concepts also enhanced the engagement by giving rise to more relevant knowledge and a respect for cultural matters. Intergenerational capital and subject concepts also enabled learners to engage with local nutritional problems and to come up with practical solutions. This study demonstrates how IK intergenerational capital in combination in combination with curriculum concepts (subject knowledge capital) can enhance relevance and the learners’ real engagement with local health and nutritional problems. Not only did the learners have culturally valued knowledge, but also knowledge that has a practical grasp of the problem and that they could use to engage relevant issues. These two views of knowledge join in learning and can be used to address health issues. I therefore recommend connection of cultural knowledge and conceptual knowledge to strengthen the revitalisation of cultural heritage, thus equalising it to the modern patterns of life and enhancing meaningful curriculum orientation.
|Item Type:||Thesis (Masters)|
|Additional Information:||A half-thesis submitted in fulfilment of the requirements of the degree of Master of Education (Environmental Education)|
|Uncontrolled Keywords:||Indigenous Knowledge, amarewu, nutrition, local food, continuing education curricula, environmental education, ethnoscience, Eastern Cape, South Africa|
|Subjects:||Y Unknown > Subjects to be assigned|
|Divisions:||Faculty > Faculty of Education > Education|
|Supervisors:||Lotz-Sisitka, H. (Prof.)|
|Deposited By:||Rhodes Library Archive Administrator|
|Deposited On:||23 Jan 2008|
|Last Modified:||06 Jan 2012 16:19|
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