Science education does not validate Black existence

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to breathe in the space that is Science.

From my understanding, these are common themes across academia that Black people experience. Science education does not, as it can and should, validate Black existence through its teaching content.

In an African context, Sci- ence should be equipping African scientists to deal with African problems with viable, sustainable African solutions. Some departments do this but they are in the minority.

Another major issue is the lack of transformation regarding academic staff.

“Western” Science has often failed to include women and people of colour and has an issue with giving credit where credit is due.

Both groups seem to be regarded as being too unintelligent (by and compared to white men) to perform the rigorous intellectual thought required for scientific inquiry while simultaneously being exploited when people from these groups produced something useful (like indigenous knowledge being used by pharmaceutical companies to develop drugs with no compensation given to the indigenous people whose knowledge was appropriated).

And while this attitude does not overtly persist (mostly), listening to people of colour share their experiences in Science, it is clear that it is woven into the fabric of the discipline to the point where they are dissuaded from pursuing careers in research and academia because of it.

I have no idea how to solve the issues I have briefly outlined above but that is the fun of science: one can explore solutions, test the hypothesis and if it does not work, go back and revaluate.

We need to consider treat- ing Science as science and correct the discipline as we would correct a scientific model that no longer explains the data.

• Tim Plasket is a third-year BSc Student studying Genetics and Biochemistry at UCT. He was born and grew up in Grahamstown and attended Kingswood College.