An ontological analysis of integrating Gedeo community indigenous knowledge into the Ethiopian curriculum

Bibliographic Data

ID6030282
AuthorsYonas Belay Gela (0009-0004-7539-5569, Dilla University, corresponding author), Tsegaye Gashaw Agegnehu (0009-0001-7664-5871, Debre Markos University)
Year2025
Pages1-20
Publication date2025-07-16
Open AccessNo
TypeARTICLE
VenueAfrican Identities (JOURNAL)
Journal identifiersISSN: 1472-5843 • E-ISSN: 1472-5851
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14725843.2025.2526662
OpenAlexW4412479220
LanguageEN
Citations received1
References cited17

This research investigates the ontological analysis of the infusion of Gedeo’s indigenous knowledge into Ethiopian curricular programs with a focus on implications for social inclusion and cultural competency in the Gedeo community. Integrating indigenous knowledge systems, cultural practices, and values into formal education actually creates hooks for the marginalized in forms of identity, belongingness, and empowerment. The research delineates how the recognition and appreciation of indigenous knowledge begin to enhance cultural competency through a bridge between the worlds of traditional and modern education and equal participation in society. It is through qualitative data that this research makes a case for culturally responsive education as a remedy for exclusion, a preserver of heritage, and a promoter of social ties in such diverse communities as the Gedeo community. Indigenous knowledge in education is a vehicle to inclusive development and understanding between cultures in Ethiopia

Biology · Curriculum · Environmental ethics · Geography · Indigenous · Indigenous culture · Pedagogy · Political science · Sociology · Traditional knowledge · African cultural and philosophical studies · African history and culture analysis · Anthropology · Global Educational Policies and Reforms · Philosophy · Ecology

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