Main Article Content
Abstract
In the present times, as countries align themselves with globalisation, the memory of indigenous knowledge and cultures and the concern to preserve it, remains. Curriculum framers and education policy makers attempt to balance between the demands of neo-colonialism and the inclusion and representation of indigenous knowledge in the curriculum. However, it is important to study the attitudes and reactions of both, teachers and students towards this step. Efforts have to be made by curriculum makers to know if teachers and student wish to study their indigenous ways; what and how do they wish to study it, so that the curriculum includes the expectations of teachers and learners alike, rather than being prescriptive and authoritative. This study attempts to explore the perceptions of pre-service teachers in Bengaluru towards the inclusion of indigenous knowledge in the mainstream curriculum. Challenges and ways forward are discussed.