In this response to Hewson and Ogunniyi's paper on indigenous knowledge (IK) and science teaching in South Africa, I seek to broaden the debate by setting the enterprise of integrating IK into science education in its cultural and socio-political context. I begin by exploring the multiple meanings of indigenous knowledge in Africa, next consider the sources available for accurately apprehending those different varieties of IK and then raise three issues of procedure that the Hewson and Ogunniyi approach seems largely to overlook: the varying meanings and styles of argumentation in African culture; the relevance of more participatory and discovery-based modes of inquiry to their topic; and the critical importance of grasping the socio-political terrain on which IK must operate. I conclude that, while their initiative opens valuable new paths of inquiry and practice, the proposed methodology would benefit from more solid grounding in discovery learning, African styles of debate and a clear mapping of stakes and stakeholders.