n Journal of Emerging Trends in Educational Research and Policy Studies - Africanizing the curriculum : an adaptive framework for reforming African education systems

Volume 4, Issue 1
  • ISSN : 2141-6990
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Contemporary research studies appreciate the importance and value of indigenous knowledge forms as a major resource in mobilizing and transforming marginal societies particularly those in developing African countries because a large proportion of their populations is still dependant and sustained by contextual or indigenous knowledge forms. A deep understanding of the form and content of indigenous knowledge is a prerequisite in designing relevant and appropriate education systems to support national development efforts particularly in developing countries. In view of this, this study of special significance to academia specifically those engaged in studying indigenous knowledge systems. More importantly the study is of great value to educational reformers, administrator sand curriculum designers and developers for two important reasons. First, the paper seeks to unpack fundamental dimensions of indigenous knowledge which should be understood in order to appreciate African realities in terms of the underpinning cosmologies, epistemologies, values and mind sets. Second, the paper presents practical guidelines or an Afro-centric adaptive framework for leveraging indigenous knowledge into mainstream educational systems. The design elements of the framework have been constructed on the fundamental forms of indigenous knowledge. In this regard seven essential forms of African indigenous epistemologies have been identified through reflection and a literature review literature. Indigenous knowledge continues to shield and sustain indigenous people against the forces of modernity and other change forces. The essential elements of indigenous identified are: religiosity as the bedrock, rituals, ethics, ethnicity, taboos, practical wisdom and initiation rites whereas the design elements of the framework are: A rationale; Afro-centric goals, philosophy, content, instructional design and evaluation/assessment criteria. Indigenous people tap into these as resources at all times particularly in community development and resource mobilization. It is envisaged that adopting and incorporating indigenous knowledge into the mainstream Western-oriented education system will inject new vitality into the misfiring post-colonial educational systems.

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