Theorising the Politics of Knowledge Production in Curriculum in Zimbabwe

2021 ◽  
pp. 178-205
Author(s):  
Nathan Moyo ◽  
Jairos Gonye
Keyword(s):  
Indigenous Knowledge ◽  
Knowledge Production ◽  
Classroom Practices ◽  
Black Body ◽  
Knowledge Systems ◽  
School Knowledge ◽  
Politics Of Knowledge ◽  
Indigenous Knowledge Systems ◽  
Postcolonial Africa ◽  
School Curricula

This chapter theorises the politics of knowledge production in order to understand the ways in which Indigenous Knowledge Systems (IKS) could be framed as bases for promoting transformative classroom practices in Zimbabwe. Doing so is necessary as the school curricula of many education systems in postcolonial Africa remain subservient to the Western European epistemology. The trope, transformative uncolonial learning, is employed in order to re-imagine an ethical pedagogy that could result in transformative classroom practices. The argument developed is that history and dance, as implicated in the politics of the black body, could be re-framed as the basis of ethical classroom practices. To achieve this, teachers need to embrace productive pedagogies that promote pluriversality of knowledges as valid and legitimate school knowledge.

Indigenous Knowledge Exclusion in Education Systems of Africans

2020 ◽  
pp. 510-533
Author(s):  
Gubela Mji ◽  
Rosemary Kalenga ◽  
Lieketseng Ned ◽  
Melanie Alperstein ◽  
Dennis Banda
Keyword(s):  
Indigenous Knowledge ◽  
Knowledge Production ◽  
Negative Impact ◽  
Approaches To Learning ◽  
Knowledge Systems ◽  
Education Systems ◽  
African Child ◽  
African Education ◽  
Self Reflection ◽  
Indigenous Knowledge Systems

This chapter intends to push the frontiers of knowledge production and raise consciousness of indigenous knowledge systems as an essential strategy that can enable transformation and enhance intergenerational approaches to learning for all Africans. The lack of inclusion of indigenous knowledge that is produced through the daily interaction of African children within the home and their environment in African education systems has had a negative impact and is a threat to the beingness of Africans. This does not only have a negative impact on the beingness of the African child but also on the journey of becoming an African. Becoming an African is an evolving concept that requires consistent self-reflection and adjustment according to the context and ongoing changes that occur in that context. African education systems and research can play a transformative constructive role in the revival of beingness and becoming an African person.

Indigenous Knowledge Exclusion in Education Systems of Africans

2017 ◽  
pp. 36-59 ◽  
Author(s):  
Gubela Mji ◽  
Rosemary Kalenga ◽  
Lieketseng Ned ◽  
Melanie Alperstein ◽  
Dennis Banda
Keyword(s):  
Indigenous Knowledge ◽  
Knowledge Production ◽  
Negative Impact ◽  
Approaches To Learning ◽  
Knowledge Systems ◽  
Education Systems ◽  
African Child ◽  
African Education ◽  
Self Reflection ◽  
Indigenous Knowledge Systems

This chapter intends to push the frontiers of knowledge production and raise consciousness of indigenous knowledge systems as an essential strategy that can enable transformation and enhance intergenerational approaches to learning for all Africans. The lack of inclusion of indigenous knowledge that is produced through the daily interaction of African children within the home and their environment in African education systems has had a negative impact and is a threat to the beingness of Africans. This does not only have a negative impact on the beingness of the African child but also on the journey of becoming an African. Becoming an African is an evolving concept that requires consistent self-reflection and adjustment according to the context and ongoing changes that occur in that context. African education systems and research can play a transformative constructive role in the revival of beingness and becoming an African person.

Colonizing Innovation:

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Abhinav CHATURVEDI ◽  
Alf REHN
Keyword(s):  
Indigenous Knowledge ◽  
Postcolonial Theory ◽  
Knowledge Systems ◽  
Frugal Innovation ◽  
Indigenous Knowledge Systems ◽  
Management Literature

Innovation is one of the most popular concepts and desired phenomena of contemporary Western capitalism. As such, there is a perennial drive to capture said phenomena, and particularly to find new ways to incite and drive the same. In this text, we analyze one specific tactic through which this is done, namely by the culturally colonial appropriation of indigenous knowledge systems. By looking to how jugaad, a system   of   frugal   innovation   in   India,   has been   made   into   fodder   for   Western management literature, we argue for the need of a more developed innovation critique, e.g., by looking to postcolonial theory.

Indigenous Environmental Justice, Knowledge, and Law

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Deborah McGregor
Keyword(s):  
Environmental Justice ◽  
Indigenous Knowledge ◽  
Knowledge Systems ◽  
Indigenous Worldviews ◽  
Indigenous Knowledge Systems ◽  
The World ◽  
Innovative Approaches

This article aims to introduce a distinct conception of Indigenous environmental justice (IEJ) based on Indigenous legal orders, knowledge systems, and conceptions of justice. This is not to suggest in any way that the existing environmental justice (EJ) scholarship is flawed; in fact, the scholarship and activism around EJ have been central in diagnosing and drawing attention to injustices that occur on a systematic basis everywhere in the world. This article argues instead that such discussions can be expanded by acknowledging that concepts of environmental justice, including distinct legal orders informed by Indigenous knowledge systems, already existed on Turtle Island for thousands of years prior to the arrival of Europeans. It also suggests that environmental justice framed within Indigenous worldviews, ontologies, and epistemologies may make significant contributions to broader EJ scholarship, particularly in relation to extending justice to other beings and entities in Creation. This approach acknowledges ongoing colonialism and emphasizes the need to decolonize in order to advance innovative approaches to IEJ. 

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