African culture in the science classroom

What should and should not be taught in science classrooms in Mozambique? Who should decide? This paper, based on the arts-based doctoral research of an African science teacher educator, addresses these questions. I (Cupane) am contributing from my cultural perspective and from my understanding of who we (Mozambicans) are; from my understanding of why and how we can have a Mozambican science classroom in our setting; and, from my understanding of the desirable contribution of science education to our cultural well being. My aim in this paper is to show that the inclusion of local (indigenous) knowledge in our curriculum is one way of addressing in a culturally inclusive manner the above questions. I have used auto/biographical research methods to understand my self as both an individual and a professional science educator. The study reflects the development of my values and attitudes in my life and profession, and how I have reinforced, changed and developed new values during this research . Thus, the study reflects my individual journey in life, as well as the struggles that exist in Mozambican society because of the dialectical relationship that exists between me and Mozambican society and the world at large.