Cultural decolonization and implications for pedagogy in integrating STEM-IKS education in the Global South

Abstract In this position paper, we argue that while Westernized STEM education has permeated globally and are valuable for advancing knowledge, it has caused disparities amongst the indigenous and vulnerable communities due to hegemonic and subjugation of STEM colonization. To argue this point, we use the lens of Cultural Decolonization to critique the current biasness in STEM education and reflect on the need for cultural integration into STEM education at school and tertiary levels. We also explore ‘the other ways’ of knowing and integrating cultural knowledge and practices into the STEM curricula in two Global South countries, namely, South Africa and Mauritius. In order to bridge the knowledge divide in education, we argue that a decolonized STEM-IKS education can address the current global challenges by integrating indigenous knowledge in seeking integrated solutions to the many global changes that exist or may arise. This process of explicit integration means a deliberate conscientization, transformative and action-based education that will stimulate policy makers, curriculum planners, independent assessment authorities, educators and students towards a critical, social and active global citizenry, underpinned by a decolonized STEM-IKS education. The implications for pedagogy are discussed with some examples of how a transformed curriculum may be envisaged for the Global South.