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Exploring Integration of Indigenous Knowledge in Formal Education

Leticia Thogori Kanywuiro

T00735361

Faculty of Education and Social Work, Thompson Rivers University

EDUC 5990-02: Research Colloquium

Dr. Tanya Manning-Lewis

April 4, 2024
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Abstract

The need for integration of indigenous knowledge into formal education, is a matter that

can be addressed by presenting its educational significance, within the post-colonial period in

African society. Provided that formal education serves as one of the dominant contemporary

effects of colonization in Africa, the value of indigenous knowledge is often overshadowed by

the former. This study explores the integration of indigenous knowledge into formal education

from a total of ten research articles, located using an online library by Thompson Rivers

University. A case study method was carried out with a selection of five countries which are,

Kenya, Ghana, Ethiopia, Zimbabwe, and South Africa to determine the benefits and challenges

of integration. The findings elaborate the benefits of integration such as application of

knowledge, student engagement, acquisition of critical thinking skills, and a sense of identity.

The challenges are revealed through themes of unsupportive stakeholders and policies, and

Eurocentric perspectives. As a conclusion, suggestions on further studies on other African

countries are recommended, as well as the need to equalize the value of indigenous knowledge to

that of formal education, for the sake of cultural preservation.

Introduction

The ongoing endeavor to promote the enhancement of indigenous knowledge is a crucial

aspect of contemporary forms of education, as it has been a topic of debate within the African

context. Provided that formal education serves as one of the dominant contemporary effects of

colonization in Africa, the value of indigenous knowledge is often overshadowed by the former.

One of the main reasons behind the declining value of indigenous knowledge is Eurocentric

perspectives that undermine its worth. The root of Eurocentric perspective is broadly emphasized
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by Knopf (2015), in which he mentions “The ignorance and neglect of Indigenous knowledge is

a legacy of colonial and neocolonial relations, where Indigenous social and political structures,

knowledges, religions, and world views were seen as inferior, insignificant, and even barbaric by

the Western world” (pp. 179-180). The other reason is the lack of sufficient support from

appropriate stakeholders in its implementation.

Nonetheless, there have been several attempts to integrate indigenous knowledge into

formal education, consequently proving its benefits in everyday life. The purpose for this study

was to understand the benefits and challenges of integrating indigenous knowledge into formal

education, which was guided by the following questions:

1. How is integrating indigenous knowledge beneficial in formal education?

2. What challenges face integration of indigenous knowledge into formal education?

Definition of Indigenous Knowledge in the African Context

There are various meanings behind the term ‘indigenous knowledge’ depending on the

situation in which it is used. In this study, I shall state Shiza (2006) where he defines indigenous

knowledge as the acquisition of unplanned, real-life knowledge. The nature of indigenous

knowledge contrasts formal education which relies more on delivery of fixed information.

Theoretical Framework

This study centers on two theories of African Indigenous Knowledge and Eurocentric

theory. Owusu-Ansah and Mji (2013) describes African Indigenous Knowledge as the everyday,

learned experience and cultural connectivity that involves wholistic development. In comparison,

the Eurocentric theory unveils “belief in the pre-eminence of European culture, knowledge and

values” (Burney, 2012, p. 1). The rationale for these theories correlates to ways in which the
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values of indigenous knowledge are reflected through its benefits, and the dilemmas of

integration into formal education within the post-colonial era, where most African countries are

highly impacted by Eurocentrism.

Methodology

The method for data collection followed the qualitative research design, in which a case

study was incorporated. As the research topic is specified within the African context, a total of

ten research articles linked to Indigenous knowledge and formal education, were used from a

sample of five countries, which are Kenya, Ghana, Ethiopia, Zimbabwe, and South Africa. The

research articles were sourced from EBSCO Discovery Service, accessed through the online

library of Thompson Rivers University. The objective of this study was to explain how

integrating indigenous knowledge into formal education is beneficial, and address the common

challenges expressed from the results in the articles.

Findings

As mentioned earlier, the main intent for this research was to investigate the benefits and

challenges of integrating indigenous knowledge and formal education. In reading through the

articles, the benefits of indigenous knowledge are revealed through its application of knowledge,

student engagement, acquisition of critical thinking skills, and providing learners with a sense of

identity. The challenges on the contrary, seemed to be more streamlined into themes of

unsupportive stakeholders and policies, and Eurocentric perspectives that may prevent effective

implementation of indigenous knowledge. Within this section, I shall first explore the benefits,

then further explain the challenges.

Benefits of Integration of Indigenous Knowledge into Formal Education

Acharibasam and McVittie (2021) provide evidence in their research article on how

integration of indigenous knowledge aids in promotion of applied knowledge, and engagement in

learning among students in early childhood education, within a rural primary school based in

Ghana. Findings from interviews, show teachers’ acknowledgement on how the use of

indigenous knowledge supplements more comprehension and connectivity in learning. An

example is a valuable demonstration on students’ understanding how indigenous communities

rely on nature to survive, through formal scientific terminologies. Their observations also show

students increased engagement in learning from their elders. Including community leaders in

schools can also encourage students to view them as equally respectable as formally trained

teachers.

Regulation of incorporating indigenous practices into formal education is a basic

reminder to students of their origins. Research carried out by Negussie and Slater (2019), on the

integration of indigenous knowledge and Early Childhood Care and Education programs in

Ethiopia, state the benefit of using traditional languages as a form of instruction to young

children, as well as the use of culturally relevant learning materials. Results proved how this

equipped young learners with a form of self-worth in their cultural heritage, hence their desire to

contribute towards the community as they grow.

It should be noted that the benefits of integration can apply to students and teachers. In

this case, the study by Zimu-Biyela (2019) revealed how South African educators’ visionary

ideas to equally implement both indigenous and western pedagogies, catalyzed their
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development of critical thinking skills, within the School Environmental Education Programme

(SEEP). For example, they analyzed the process of lesson planning involving students to work

with community leaders, by investigating links between a remedial natural chemical produced by

a plant, and its sacredness to communicate with forbearers. These intertwining concepts

prompted teachers and students to critically examine the relevance of indigenous and formal

knowledge at the same gravitational significance, without the latter dominating.

Challenges of Integration of Indigenous Knowledge into Formal Education

Barriers to promoting integration of indigenous knowledge into formal education from

the results of the articles are tied upon issues of policy making, lack of support from

stakeholders, and Eurocentrism.

The Influence of Eurocentrism

Ever since African countries claimed their independence from colonization, it is not

unfamiliar to discover how Eurocentrism has left a strong impact, particularly with regards to

education. It cannot be denied that the benefits of introducing formal education led to a more

advanced improvement to economic development, that matches the criteria of contemporary

globalization. However, it has also contributed to mistreatment on the value of Indigenous

Knowledge in education, such that it may mostly be misunderstood as a hindrance to prosperity

in the post-colonial world.

To start with the ethnographic study of Jirata (2022), in which he evaluates the social

dynamic adaptation of the Guji community in Southern Ethiopia, which consequently negatively

affected children’s views on their indigenous knowledge.

Eurocentrism has also affected the way in which teachers are trained in education, such

that methods of instruction are more in tune with westernization, leading to the neglect of the

indigenous pedagogy. Interviews from primary school teachers in Zimbabwe, indicated in the

research of Govender and Mutendera (2020), elaborate on how their unfamiliarity in teaching

indigenous knowledge stems from prior westernized training. This leaves room for

contemplation as to how African higher institutions should consider more facilitation of

indigenous pedagogies in teacher-training courses.

Preference on the standard use of English, as the main form of teaching and learning, also

factors into Eurocentrism. Hungi et al. (2018) states in their research how pre-primary schools in

Kenya are coerced into teaching students using the English language, for them to successfully be

accepted into urban primary schools. Findings by Naidoo et al. (2020), shows the dilemma of

using English in teaching, and the disregard of traditional culture in higher education, which

brought South African students to challenge the need for curriculum adaptation in respecting

their diverse cultural backgrounds. The stereotypical notion of English viewed as the only

language of prosperity needs to be confronted by African educators, to give leeway to additional

exploration of African languages in education.

There have been some considerations to officially implement the integration of

Indigenous Knowledge into formal education, through establishment of policies and

stakeholders. The main challenge in this case is its inconsistent prioritization to fully support, let

alone commit to its promotion, due to contradictory opinions of stakeholders. Research by

Siegrühn and Grant (2022) discusses the hurdles of recommending the San language to be part of

the curriculum, as the policies do not include it as one of the official national languages to be
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taught in the South African educational framework, hence potentially leading to its expendability

in value.

Opinions on stakeholders are also coincidentally tied to Eurocentric views as mentioned

earlier. This unfortunately opposes certain policies that encourage the integration of indigenous

knowledge. Research by Owuor (2007) emphasized on issues of stakeholders, lacking a

common agreement in observing the significance of indigenous knowledge fostering societal

development, thus its need to be included in formal education. A further explanation of this can

be noted in the study of Mose and Kaschula (2019), in which their results analyzed the demands

from government bureaucrats to instill the use of English as a presiding language of instruction,

in Kenyan rural primary schools, despite policies allowing the use of mother-tongue language in

teaching and learning. This contradiction places the responsibility upon stakeholders in authority,

to review their educational policies, and actively ensure the use of indigenous knowledge is not

suppressed but rather given equal amount of support within the formal education system.

Conclusion

Overall, the integration of indigenous knowledge in formal education is a topic

recommended for further research, in terms of expanding the African geographical setting as this

study mainly focused on five countries. Findings from these articles prove that integration of

indigenous knowledge is beneficial in formal education. Nonetheless, the strong impacts of

Eurocentrism may continuously underestimate the value of indigenous knowledge in education,

if not thoroughly addressed. The need for equally balancing between indigenous knowledge and

formal education will not only sustain the process of globalization in Africa, but also safeguard

and preserve the cultural identity for generations to come.

References

Acharibasam, J. B., & McVittie, J. (2021). The use of a two-eyed seeing approach to include

Indigenous Knowledge in Early Childhood Care and Development in

Ghana. International Education Journal: Comparative Perspectives, 20(1).

Burney, S. (2012). CHAPTER SIX: Erasing Eurocentrism:" Using the Other as the Supplement

of Knowledge". Counterpoints, 417, 143-172.

Govender, N., & Mutendera, G. (2020). Teachers’ and custodians’ views and dilemmas arising

thereof regarding the integration of indigenous knowledge in the primary

school. AlterNative: An International Journal of Indigenous Peoples, 16(4), 356-368.

Hungi, N., Njagi, J., Wekulo, P., & Ngware, M. (2018). Effects of language of instruction on

learning of literacy skills among pre-primary school children from low-income urban

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Jirata, T. J. (2022). ‘Our children are neither here nor there’: an ethnographic look at children’s

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Naidoo, K., Trahar, S., Lucas, L., Muhuro, P., & Wisker, G. (2020). ‘You have to change; the

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