Insights provided into the decolonisation of the science curriculum, and teaching and learning of indigenous knowledge, using Cultural-Historical Activity Theory

This article explores the budding scholarship related to decolonisation of South African curriculum, by making use third-generation Cultural-Historical Activity Theory (CHAT) as a lens. In authors advocate for indigenous knowledge vehicle curriculum transformation. The has binomial nature, in so far that first section considers higher education through infusion knowledge, CHAT. last reflects on empirical findings teacher professional development (TPD) intervention epistemological border-crossing between and natural sciences. CHAT is especially valuable (IK) research, due its emphasis both cultural historical contexts. In-service sciences teachers were assisted their better contextualise school culturally diverse learners, knowledge. reveal there are tensions intended realised does not necessarily lead transfer skills classroom. Using decolonise holds affordances rediscovery appreciation people’s own history, culture, language identity.