There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct.   This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment.   The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.

Teaching Technology: Intermediate to Senior Phase responds to the need for a comprehensive guide to a subject area that teachers often experience as complex. It provides an entry point to fluent and confident Technology teaching through engaging with the content and methodology of the CAPS Technology Education curriculum in South African schools. Its approach and features help student and in-service teachers to produce technologically literate learners.

Practically and resourcefully, Teaching Technology presents the history and theoretical underpinnings of the subject, mapping the integration of Science and Technology teaching. By presenting African perspectives of technology and its uses, and acknowledging the richness of indigenous knowledge,the book guides students and in-service teachers in using learners’ cultural knowledge as a springboard for greater conceptual understanding.

It also offers suggestions for productive Technology teaching in schools across the spe ct rum of resource availability by focusing on resource access and use, classroom management, lesson planning, inclusivity, methodology and assessment.

Teaching Technology is suitable for students taking Intermediate and Senior Phase Technology teaching methodology courses in the BEd, PGCE and ACE/ADE programmes, as well as in-service teachers of Technology who seek to develop professionally.

Scholars in this edited collection tackle the issue of teaching students Technology while Technology Education has not been decolonized or made relevant to indigenous technological worldviews. This book provides solutions that address the question: How to decolonize Technology Education? The solutions include the African Technology Education Decolonization Framework that should guide the design and development of the Technology Education curriculum and its methodologies in tune with the local realities and tailored towards the African agenda on sustainable development. This book offers fresh ideas to conceptualize Technology Education from an indigenous perspective.