Historical and colonial conceptions of Indigenous Knowledge, which were used to justify its its exclusion from the formal school curriculum, defined it as backward and primitive. More recently, the value of indigenous knowledge has taken centre stage in the discourse of curriculum decolonization and multicultural education in South Africa. Indigenous Knowledge is progressively understood as a dynamic body of knowledge, rich with cultural tapestry. With this conception of Indigenous Knowledge in mind, the purpose of this study was to describe community-based Indigenous knowledge, which is relevant to the Life Sciences CAPS (Curriculum and Assessment Policy Statements), and make a case for its integration through a Pluriversal approach.

This qualitative study, located in an Indigenous Research Paradigm and conducted through an Ubuntu Research Approach, was conducted in a rural South African community in the Eastern Cape. Data was collected through semi-structured interviews including 10 Elders and a focus group discussion with 6 of Elders. Through Thematic Analysis, two findings emerged from the study: knowledge of traditional and medicinal herbs; and knowledge located in cultural practices. The findings of the study demonstrate that traditional medicines such as Phate ya ngaka, tshita – baloi and lengana are fundamental to the cultural health practices of the community. Furthermore, cultural practices such as the making of uMqombothi are reservoirs of the indigenous knowledge which is relevant for the Life Science CAPS. Given the divergences of scientific and indigenous knowledge, the argument advanced herein is for the pluriversal approach to integrating IK with Life Sciences CAPS. This implies a dialogue between the many worlds which make up the South African ‘rainbow nation’, thus constituting a multicultural education experience.

Keywords: Indigenous Knowledge, Life Sciences CAPS, Pluriversality, Multicultural Education, Decolonisation.