The ROLE OF PARTNERSHIPS IN TEACHING INDIGENOUS KNOWLEDGE FOR SUSTAINABILITY IN PRIMARY SCHOOLS

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Abstract

The issue of partnerships has recently grown in importance because it promotes working together to achieve a common goal and viewed as significant in teaching indigenous knowledge. The purpose of this study was to explore the role of partnership in teaching indigenous knowledge in primary schools around Limpopo Province. A qualitative, single case, interpretive paradigm, social constructivism, and Mmogo approach were employed. Telephonic semi-structured interviews, document analysis, and participant observations were used to collect data after observation of ethical matters while the analysis of data was thematic. The findings revealed that partners co-workshopped the teachers on indigenous knowledge, indigenous teaching resource garden, and trained teachers on active participatory methodology. Challenges were Covid-19 restrictions, lack of teaching resources, and a practical approach to teach IK. This study contributed a practical approach to teaching and sustaining IK while contributing to researching Sustainable Development Goals.