ABSTRACT

The integration of modern science and indigenous knowledge systems in the science education curriculum for South African schools represents social justice for the majority of South Africans as they determine the knowledge necessary for themselves and for future generations in the new South Africa.

An exploratory research reveals tension and a dichotomous relationship between modern science and IKS, caused by false hierarchies that are influenced by factors such as colonialism, capitalism and modernisation to the exclusion of the core values held by indigenous people in their relationship with nature.

The thesis demonstrates that the integration requires an epistemology that puts humanity first and a framework that accommodates both ways of knowing. This should allow for the best in the two systems of knowing to serve humanity in a dialogical manner.