Integrating African Indigenous Knowledge in Kenya's Formal Education System

The Potential for Sustainable Development

Datos Bibliográficos

ID5775751
AutoresJenipher Owuor (University of British Columbia, autor de correspondencia)
Año2008
Volumen2
Número2
Fecha de publicación2008-01-06
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Contemporary Issues in Education (JOURNAL)
Identificadores de la revistaISSN: 1718-4770 • E-ISSN: 1718-4770
EditorialUniversity of Alberta Libraries (PUBLISHER)
DOI10.20355/c5z594
OpenAlexW1841039150
IdiomaEN
Citas recibidas33
Referencias citadas6

The current paradigm shift toward promoting education for sustainable development gravitates toward alternative approaches to school curricula in Sub-Saharan Africa. It is argued that solutions to problems that currently plague the continent and with reference to the Kenyan context must proceed from understanding of local capacities such as the role of indigenous knowledge in promoting sustainable development. This can be achieved by integrating indigenous knowledge into the formal education system to address some of the knowledge deficiencies for development that is currently formulated from the western perspective. This approach challenges the dominance of western knowledge in Kenya's school system that makes education disembodied from context. The purpose of this paper is to explore the meaning of indigenous knowledge, provide rationale for valuing indigenous knowledge in formal school system, examine the government's efforts to indigenise curricula, and dilemmas to integrating indigenous knowledge in formal education with implications to teacher education programs

Indigenous Education · Kenya · Traditional knowledge · African cultural and philosophical studies · Education and Critical Thinking Development · Global Educational Policies and Reforms