Exploring the Alignment of Zulu Beadwork Symbolism with Life Sciences Pedagogy

Abstract

This study explores how Zulu beadwork symbolism can be integrated into Life Sciences pedagogy to promote a culturally responsive teaching and epistemic inclusion. The study is underpinned by Ubuntu theoretical framework. This study is qualitative, using ethnographic approach to explore learners lived experiences and cultural connections in Life Sciences education. This qualitative design approach is grounded in interpretivist paradigm, data were generated through co-teaching with Zulu elders (n = 6), researchers’ classroom observations and learners’ semi-structured interviews (n = 24) in Empangeni. Findings revealed that beadwork’s colour meanings and structural patterns parallel key biological concepts such as body systems, cellular structure, ecological interdependence and reproduction. The study argues that integrating indigenous semiotic (signs, symbols, and meaning making) systems such as beadwork, enriches learners’ conceptual understanding and strengthens cultural identity in Life Sciences classrooms.