Integrating a culturally responsive pedagogical tool in the teaching of bacteria in life sciences curriculum

Abstract

The teaching of bacteria in the Life Sciences curriculum has traditionally been framed through a Western scientific lens, often neglecting Indigenous perspectives that hold valuable microbial knowledge. Indigenous Knowledge Systems (IKS) encompass rich understandings of bacterial processes such as fermentation, soil enrichment, food preservation, and healing practices, yet these remain underrepresented Life sciences classrooms. This study responds to the need for inclusive, contextually grounded pedagogies that recognise diverse epistemologies and foster meaningful learner engagement. The study investigates a culturally responsive pedagogical tool that integrates Indigenous microbial knowledge with conventional microbiological science to enhance learners’ conceptual understanding, cultural identity, and appreciation of the ecological and health roles of bacteria. Guided by the pragmatic paradigm, this research employed an embedded mixed-methods design. Quantitative data were gathered through pre- and post-tests assessing conceptual shifts in understanding bacterial structure, function, and ecological importance. Qualitative data were derived from learner interviews, reflective journals, and storytelling sessions with Indigenous elder and healer knowledgeable in traditional microbial practices. Thirty Grade 11 Life Sciences learners from a public secondary school in KwaZulu-Natal, South Africa participated, were selected through random sampling. An elder was purposefully chosen for his expertise in traditional fermentation and herbal preparation. Results indicated significant improvement in learners’ conceptual comprehension of bacteria. Furthermore, it heightened engagement when content was contextualised through community-based practices such as fermentation, soil regeneration, and probiotic use. Learners demonstrated an enhanced ability to compare Indigenous microbial worldviews with Eurocentric microbiological explanations, reflecting deeper cognitive and cultural integration. Anchored in the Theory of Ancestral Life Sciences (TALSc.), this study advocates for the transformative potential of culturally responsive tools in Life Sciences education. Integrating IKS within bacterial pedagogy promotes epistemic inclusivity, nurtures identity, and strengthens the connection between learners, science, and their cultural heritage. The study proposes an infusion model for microbial pedagogy that values Indigenous and Western sciences as co-equal, offering a replicable framework for curriculum transformation across science education disciplines.