It is common for indigenous knowledge (IK) researchers in South Africa to conduct studies within conventional Western paradigms, especially in the field of IK–science curriculum integration. The scientific paradigm usually takes precedence and research publishing follows the rules of the academy. There is an inherent paradox in this practice. An endeavour that aims to redress Western knowledge hegemony and decolonise the school science curriculum often judges its own value in terms of the very system it critiques. While much useful work has been done in IK–science curriculum integration, and calls are made for appreciating both knowledge systems, it is concerning that the research knowledge is available to academics and generally not to indigenous communities who are usually cocontributors (at least) to the research data. This paper argues for research processes and outcomes that could benefit indigenous communities. We present examples drawn from three science curriculum studies in different areas of South Africa. We briefly describe the research contexts, and the ways that the researchers sought to ensure knowledge was shared in relevant representations with each community. We also discuss some of the dilemmas we encountered and offer suggestions for strengthening knowledge dissemination, appreciation, preservation, as well as reimagining IK for new generations.

中文翻译：

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整理方法：谁从土著知识研究中受益？

南非的土著知识（IK）研究人员通常在传统的西方范式下进行研究，尤其是在IK-科学课程整合领域。科学范式通常优先，研究出版遵循学院的规则。这种做法有一个固有的悖论。旨在纠正西方知识霸权和非殖民化学校科学课程的努力常常根据其批评的系统来判断其自身的价值。尽管在IK-科学课程集成中已经完成了许多有用的工作，并且呼吁人们对这两种知识系统进行赞赏，但令人关注的是，研究知识仅适用于学者，而通常不适用于通常是（至少）共同贡献者的土著社区。研究数据。本文提出了有利于土著社区的研究过程和成果。我们提供了来自南非不同地区的三门科学课程研究的示例。我们简要描述了研究背景，以及研究人员试图确保与每个社区相关的代表共享知识的方式。我们还将讨论我们遇到的一些难题，并提供一些建议，以加强知识的传播，欣赏，保存以及为新一代重新构想IK。以及研究人员试图确保与每个社区相关的代表共享知识的方式。我们还将讨论我们遇到的一些难题，并提供一些建议，以加强知识的传播，欣赏，保存以及为新一代重新构想IK。以及研究人员试图确保与每个社区相关的代表共享知识的方式。我们还将讨论我们遇到的一些难题，并提供一些建议，以加强知识的传播，欣赏，保存以及为新一代重新构想IK。