DECOLONIZING THE SECONDARY SCHOOL BIOLOGY CURRICULUM BY INTEGRATING INDIGENOUS KNOWLEDGE SYSTEMS INTO SCIENTIFIC INSTRUCTION: IMPLICATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA

Abstract

The relevance of indigenous knowledge system (IKS) to sustainable development of any country is no longer in doubt. Therefore, any nations that do not adapt its traditional indigenous knowledge system into its western system of education are likely to have a retarded development. This is because there is always a conflict between traditional knowledge systems with the western knowledge system. This paper had to argued that there is need to decolonized science curricula into indigenous knowledge system especially Secondary School Biology for sustainable development in order to compliment  scientific  concepts, making learning more comprehensive  and relatable. The paper discusses the nature and place of Secondary School Biology curriculum in Nigeria Science Education, challenging the myth of objectivity in Biological Science, The need for indigenous knowledge in Secondary School Biology curriculum, pedagogical benefits and practical approaches to indigenous knowledge, challenges and ethical considerations of decolonizing Biology curricula into indigenous knowledge, implication of decolonizing Biology curriculum into indigenous knowledge in Nigeria science education  and conclusion.