scholarly journals Opening Futures for Nigerian Education – Integrating Educational Technologies with Indigenous Knowledge and Practices

Open Praxis ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 27
Author(s):  
Biliamin Adekunle Adeyeye ◽  
Jon Mason
Keyword(s):  
Indigenous Knowledge ◽  
Negative Impact ◽  
Modern Science ◽  
Knowledge Systems ◽  
Digital Revolution ◽  
Post Colonial ◽  
Historical Perspectives ◽  
Indigenous Knowledge Systems ◽  
Open Education Resources ◽  
The Impact

This paper highlights some key historical perspectives and antecedents of African Indigenous knowledge (AIK) and practices while identifying ‘open’ futures and opportunities for the application of digital technologies for educational opportunities that build on this cultural base. The role and negative impact of colonialism in the under-development of AIK is examined in this context together with the impact of post-colonial and contemporary corruption in further undermining the value of Indigenous knowledge systems. Two key concepts are identified as a counterpoint to this: the resilience of AIK and ‘local wisdom’ and the openness underpinning much of the ongoing digital revolution. This natural alignment can help guide the integration of Indigenous-based knowledge and practices and the deployment of open and distance learning in the re-birth of African Indigenous Knowledge Systems (AIKS). Openness is a pivotal concept here for it is integral to both the architecture of the Web and in its ongoing evolution. Given the identified opportunities associated with digital technology, and despite the challenges, it is argued that there is an unequivocal need for AIKS to explore the advantages of open education resources and practices in promoting this rebirth that is also consistent with modern science and technologies in Africa and beyond.

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.

scholarly journals The voice from the periphery: Towards an African business ethics beyond the Western heritage

2014 ◽  
Vol 8 (3) ◽  
pp. 339-347 ◽  
Author(s):  
MF Murove
Keyword(s):  
Business Ethics ◽  
Indigenous Knowledge ◽  
Knowledge Systems ◽  
Business Practices ◽  
Homo Economicus ◽  
Post Colonial ◽  
Doing Business ◽  
Indigenous Knowledge Systems ◽  
The Voice ◽  
The Way

This article argues that African business ethics should go beyond the western heritage by taking into account African indigenous values and knowledge systems. While western business practices are part and parcel of Africa’s heritage, African post-colonial scholarly efforts have worked at enriching this heritage by arguing for the incorporation of African indigenous knowledge systems and values in our way of thinking and doing business. There is a realisation that the western homo economicus who is solely self-interested, is irreconcilable with the African understanding of a person. The success of any business venture in Africa depends on incorporating African values in the way it operates.

scholarly journals Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Liana B. Clarysse ◽  
Shannon A. Moore
Keyword(s):  
Education Policy ◽  
Indigenous Knowledge ◽  
First Nations ◽  
Critical Analysis ◽  
Knowledge Systems ◽  
Peace Building ◽  
Law Reform ◽  
Policy Framework ◽  
Indigenous Knowledge Systems ◽  
The Impact

As a result of the Truth and Reconciliation Commission of Canada (or TRCC, 2015a, 2015b), calls to action concerning education and law reform have been made. Currently, there is an increase in reconciliation discourse in law, healthcare and education policy, curricula and pedagogy. In Canada, efforts to decolonize institutional structures compel scholars and activists to highlight the imperative of critical analysis of identity and place in answering the calls to action. Although it was developed by the Ministry of Education for the province of Ontario, more than a decade ago, prior to the TRCC, the First Nations, Métis, and Inuit Education Policy Framework continues to inform policy and administrative procedures. Informed by Indigenous knowledge systems embedded in restorative justice and peace-building practices, this paper presents a critical analysis of the First Nations, Métis, and Inuit Education Policy Framework (2007) and finds evidence resembling discursive settler-colonial patterns of Indigenous erasure through the practice of silencing Indigenous participation and voice. Through this critical analysis, several themes emerged including colonialism, survivance, patriarchy, self-identification, notions of education, assessment, and “us versus them” binary narratives. In response, this paper argues for a trans-systemic and transdisciplinary approach to the critical analysis of discursive patterns of silencing and erasure in policy, law reform, and administrative processes. Further, through deepening interpretations and understandings of Indigenous theory and knowledge systems, it may be possible for settler-colonial stakeholders to more acutely discern the impact of settler-colonialism embedded in education, policy, administration, and legal discourses. These findings have implications for educators and administrators as well as administrative, law and policy reform.  

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.

scholarly journals The mnemonic oral tradition with special reference to the management and expression of conflict in Zulu-speaking communities

Literator ◽  
2007 ◽  
Vol 28 (2) ◽  
pp. 75-100 ◽  
Author(s):  
N.S. Turner
Keyword(s):  
Special Reference ◽  
Indigenous Knowledge ◽  
Southern Africa ◽  
Oral Tradition ◽  
Essential Role ◽  
Knowledge Systems ◽  
Social Situations ◽  
Group Behaviour ◽  
Indigenous Knowledge Systems ◽  
The Impact

The identification of features of oral studies and especially the issue of conflict and their terms of reference, have recently become a topic of increasing interest among researchers in Southern Africa. The National Research Foundation is nowadays encouraging academics to focus on the area of indigenous knowledge systems. Included in that focus area is the recommendation that research should be done on the impact that indigenous knowledge has on lifestyles and the ways in which societies operate. The study of ways in which specific societies articulate issues of conflict is inextricably linked with the way in which language is used in particular communities. This study deals with African and specifically Zulu communities, and how the mnemonic oral tradition plays an essential role in the oral strategies used as a means of dealing with issues of conflict. These strategies are based on an age-old mnemonic oral tradition which is socialised and used as an acceptable norm of group behaviour. Furthermore it is an acceptable way of managing and expressing conflict in social situations where direct verbal confrontation is frowned upon and deemed unacceptable.

Decolonizing International Relations: Confronting Erasures through Indigenous Knowledge Systems

2021 ◽  
Vol 58 (1) ◽  
pp. 25-40
Author(s):  
Ananya Sharma
Keyword(s):  
International Relations ◽  
Indigenous Knowledge ◽  
Modern Science ◽  
Analytical Framework ◽  
Knowledge Systems ◽  
Scientific Rationality ◽  
Nature And Culture ◽  
Indigenous Knowledge Systems ◽  
Valid Knowledge ◽  
The Subject

The discipline of international relations (IR) has often been critiqued for geo-centric parochialism with scholars increasingly engaging with its colonial origins and legacies. This recent engagement underscores the necessity to unravel and disrupt the epistemic sites of hierarchized power and knowledge relations manifested through dichotomous categorizations like ‘primitive/civilized’, ‘rational-irrational’ and ‘traditional-modern’. The concerns regarding ‘epistemic imperialism’ stemming from the superiority granted to the modern science over non-Western knowledges are founded on the distinction between nature and culture that hinges upon the separation of the subject from the object. Coloniality thus reconfigures itself through the use of scientific-rational methodology and it is pertinent to reframe the colonial question beyond the questions of epistemology and ontology to unpack ‘traditional knowledges’ as a source of valid knowledge. This article offers a methodological contribution to the larger debate on ‘coloniality of power’ by critiquing the disembodied monoculture associated with modern scientific rationality. Drawing upon Boaventura De Sousa Santos’s notion of ‘ecology of knowledges’, the article focuses on the issue of ‘epistemic imperialism’ and utilizes indigenous knowledge systems as an analytical framework with emancipatory potential representing one of the possible means of decolonizing knowledge and advancing the case for epistemological plurality within the discipline of IR. The article proposes an epistemic re-centring within the IR academia by posing vexatious ethical questions hidden behind issues of epistemic inequality.

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.

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