Perceptions of Chemical Engineering Students on Decolonizing the Curriculum by Incorporating Indigenous Knowledge Practices

Abstract

The #FeesMustFall movement, which rocked institutions of higher learning in South Africa in 2015/2016, inspired robust engagement around the decolonization of knowledge. Students argued that the epistemological context of higher education in South Africa does not reflect the African context. Activists argued that if the curricula did not speak to local issues, the challenges facing higher education would remain. Incorporating indigenous knowledge practices into mainstream education could signify a shift away from Western dominance in the local episteme. Engineering is not immune to decolonization. This paper attempts to extract the views and observations of 38 chemical engineering students, from second year until PhD level, at the University of Johannesburg on decolonizing the curriculum by incorporating indigenous knowledge practices. The data was generated through an open-ended questionnaire. The questionnaire required that participants briefly describe indigenous practices with the potential for elucidating chemical engineering principles. Participants identified umfuso, which is the process of drying vegetables in the sun, sieving with leselo, which is made up of reeds and is used to separate light materials from heavy ones, drinking cow urine as a remedy to cure various diseases, making traditional mageu, brewing traditional beer (umqombothi) and milling and grinding maize meal, as practices which they believe had potential to reshape the curriculum. The findings of the study show that students concurred with the call for decolonization and transformation of the chemical engineering curriculum, but that there was a lack of consensus on whether incorporating indigenous knowledge practices could help achieve it, as the system of acquiring education itself needs decolonization.