Infusing Indigenous Knowledge Systems (IKSs)in Technology Education: A Case of Food Processing and Preservation in a Rural Agricultural-based Economy

This empirical paper discussed the lack of indigenous knowledge systems in the senior phase Technology education syllabus with reference to food processing and preservation for a sustainable rural agricultural-based economy. This omission robs learners of their heritage and history as they may not be able to apply generational knowledge to perpetuate food security in a rural agricultural-based economy. The paper was grounded in critical emancipatory theory, which argued for the inclusivity of all forms of knowledge based on the history and aspirations of a people. In this qualitative paper, structured interviews were administered to 4 Technology education lecturers from 4 Universities of Technology (UoTs) in South Africa. Participants were purposively selected and responded to 2 questions. Thematic analysis was used to analyse and present the data. The study found that IKS broadens learners’ educational experiences from which the development of appropriate technologies could emerge. IKS could be infused into the curriculum through the involvement of knowledgeable community resource persons. The study recommended the inclusion of indigenous knowledge systems in the Technology education syllabus to empower learners from rural agricultural-based economies. The study provides insights into the nature of knowledge and skills relevant in dynamic and evolving economies for curriculum planners and research scholars. Keywords: Appropriate Technology, Food Processing and Preservation, Indigenous Knowledge Systems, Traditional Practices.