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Indigenous Knowledge Exclusion in Education Systems of Africans: Impact of Beingness and Becoming an African
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Author(s): Gubela Mji (Stellenbosch University, South Africa), Rosemary Kalenga (Nelson Mandela Metropolitan University, South Africa), Lieketseng Ned (Stellenbosch University, South Africa), Melanie Alperstein (Cape Town University, South Africa)and Dennis Banda (University of Zambia, Zambia)
Copyright: 2020
Pages: 24
Source title:
African Studies: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3019-1.ch027
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Abstract
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.
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