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Inkcubeko Nendalo: A Bio-cultural Diversity Schools Education Project in South Africa and its Implications for Inclusive Indigenous Knowledge Systems (IKS) Sustainability

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  • Michelle L. Cocks
  • Jamie Alexander
  • Tony Dold

Abstract

South Africa is currently the world’s third most biodiverse country, with one of the highest concentrations of threatened biodiversity in the world. Emerging research reveals the increasing pressure on this biodiversity with many wild resources continuing to be utilised for livelihood purposes even within urban environments. The Rio conventions, particularly the CBD, call for an integrated approach to conservation that incorporates local environmental knowledge and practices. In a bid to market itself as globally competitive, South Africa’s Curriculum 2005 (C 2005) is primarily focused on Western-based scientific knowledge, which sidelines the contribution of indigenous knowledge systems (IKS) and ignores the holistic nature of indigenous worldviews. The Inkcubeko Nendalo programme is designed to revitalise cultural identity, showing children the value of local indigenous knowledge and cultural environmental values. The programme is currently being implemented at seven schools in the Eastern Cape, South Africa. The project’s contribution to local community environmental and heritage awareness, successes and challenges are discussed both at a local level and in response to the objectives signed in the Convention of Biodiversity (CBD) and sustainable development. The project offers solutions to not only effective local environmental education but also sustainable integrated community conservation practices, revealing that the maintenance of biodiversity and natural vegetation is as much in the interest of local communities’ well-being as it is of global conservation planners.

Suggested Citation

  • Michelle L. Cocks & Jamie Alexander & Tony Dold, 2012. "Inkcubeko Nendalo: A Bio-cultural Diversity Schools Education Project in South Africa and its Implications for Inclusive Indigenous Knowledge Systems (IKS) Sustainability," Journal of Education for Sustainable Development, , vol. 6(2), pages 241-252, September.
    • Handle: RePEc:sae:jousus:v:6:y:2012:i:2:p:241-252
    DOI: 10.1177/0973408212475232
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    References listed on IDEAS

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    1. M. Cocks & L. Bangay & K. Wiersum & A. Dold, 2006. "Seeing the wood for the trees: the role of woody resources for the construction of gender specific household cultural artefacts in non-traditional communities in the Eastern Cape, South Africa," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 8(4), pages 519-533, November.
    2. Shackleton, Charlie M. & Shackleton, Sheona E. & Buiten, Erik & Bird, Neil, 2007. "The importance of dry woodlands and forests in rural livelihoods and poverty alleviation in South Africa," Forest Policy and Economics, Elsevier, vol. 9(5), pages 558-577, January.
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    1. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.

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