Culturally Responsive Climate Education: Integrating Indigenous Knowledge Systems into Climate Change Curriculum in Sierra Leone

1. Introduction

Sierra Leone’s vulnerability to climate change—manifested in erratic rainfall, coastal erosion, deforestation, and sea-level rise—poses significant challenges to its socio-economic development (Government of Sierra Leone, 2018). These challenges necessitate an educational response that is both scientifically rigorous and culturally relevant. However, the existing curriculum largely overlooks IKS, which has long guided sustainable environmental practices. This paper advocates for a culturally responsive climate curriculum that integrates TEK alongside modern climate science. Grounded in decolonization theory (Smith, 1999) and culturally responsive pedagogy (Gay, 2010), the study aligns with Sustainable Development Goals (SDG 4) on quality education and (SDG 13) on climate action. Further, it recognizes the critical role of local knowledge in climate adaptation, as highlighted by studies on African environmental management (Agrawal, 1995).

2. Theoretical and Conceptual Framework:

The integration of TEK into climate education is supported by:

• Decolonizing Education Theory (Smith, 1999): Advocating for the validation of indigenous knowledge within formal education systems, particularly relevant in post-colonial contexts like Sierra Leone (Fanthorpe, 2001).
• Culturally Responsive Pedagogy (Gay, 2010): Emphasizing the importance of culturally relevant teaching approaches, crucial for engaging diverse student populations in Sierra Leone (Sesay, 2010).
• Traditional Ecological Knowledge (TEK) Framework (Berkes, 2012): Highlighting indigenous insights into ecological balance, resource management, and climate adaptation, which are essential for addressing local environmental challenges (Ellen & Harris, 2000).
• The proposed framework integrates TEK within three core dimensions:
• Knowledge: Indigenous climate adaptation practices, traditional land-use methods, and environmental ethics, drawing on local knowledge systems in Sierra Leone (Leach & Fairhead, 2000).
• Skills: Observational methods, community engagement, and sustainable resource use, emphasizing practical applications of TEK.
• Values: Respect for nature, intergenerational knowledge transmission, and collective responsibility, aligning with traditional Sierra Leonean cultural values (Richards, 1985).

3. Methodology: Community-Based Action Research

The research employs a participatory action research approach, collaborating with local elders, educators, and students to co-develop a culturally inclusive climate curriculum. The study follows a cyclic process:

• Documentation: Engaging local knowledge holders to record traditional climate-related practices, using methods like oral history and participatory mapping.
• Curriculum Development: Designing modules that integrate TEK with modern climate science, ensuring alignment with national curriculum standards.
• Implementation: Piloting lessons in secondary schools through experiential learning, incorporating field trips and community-based projects.
• Evaluation: Assessing student engagement and conceptual understanding through qualitative and quantitative methods, including pre- and post-tests, and participatory evaluations.

Data collection includes interviews, focus group discussions, and classroom observations, analyzed through thematic coding to evaluate the curriculum’s effectiveness.

4. Key Components of a Culturally Responsive Climate Curriculum

A climate curriculum incorporating TEK should be interdisciplinary, embedding indigenous knowledge across subjects:

• Science: Indigenous weather forecasting, water conservation techniques, and agroecology, integrating local scientific knowledge (Nyerges, 1997).
• Geography: Traditional land management and seasonal migration patterns, addressing local environmental changes.
• Agriculture: Sustainable farming practices such as crop rotation and organic fertilizers, promoting food security.
• Civic Education: Indigenous governance of natural resources and climate justice, fostering community participation.
• Entrepreneurship: Utilizing traditional crafts and sustainable livelihoods in green business development, promoting economic empowerment.

5. Challenges and Implementation Strategies

Despite its potential, several barriers hinder the integration of TEK into formal education:

• Curricular Constraints: Need for alignment with national education policies, requiring policy reforms.
• Knowledge Documentation: Risk of losing oral traditions without systematic recording, necessitating documentation efforts.
• Teacher Preparedness: Professional development is required to equip educators with culturally responsive teaching strategies.
• Community Involvement: Effective partnerships with indigenous knowledge holders must be fostered, ensuring community ownership.

To address these challenges, the study recommends:

• Developing teacher training workshops on TEK-based instruction, providing practical skills.
• Establishing partnerships with local communities and research institutions, facilitating collaboration.
• Integrating digital storytelling and multimedia resources to preserve oral traditions, making knowledge accessible.

6. Conclusion and Policy Implications

A culturally responsive climate curriculum that integrates TEK enhances students’ ecological literacy while preserving indigenous knowledge systems. Policymakers must prioritize the inclusion of TEK in educational reforms to promote environmental sustainability and cultural heritage. Future research should explore longitudinal impacts of TEK-based education on climate adaptation behaviors in local communities.