oa Alternation - Indigenous knowledge and the African curriculum: a case study at the University of KwaZulu-Natal

Volume 13, Issue 1
  • ISSN : 1023-1757



Colonialism and the plundering of Africa not only devastated the moral and social well-being of inhabitants in the continent, but also resulted in the destruction, replacement and indiscriminate theft of local knowledge systems perpetuating a vicious cycle of oppression. In the 21st century Africa appears to be gaining a new sense of vitality in response to global pressures and demands. Initiatives such as Nepad and the African Renaissance aim to reverse the continents plight by providing new zest to alternative forms of development. Central to this quest for paradigms to move ahead with Africa's development agenda, is an inward examination and strengthening of its existing local knowledge capacity in informing and promoting development that is cost effective, readily accessible and reliable. It is in this context, that the role of African universities is intrinsic in the reformulation and adaptation of their curriculum with a IKS focus so that development challenges are met in the continent.

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