Abstract
The question of the relevance of the school curriculum has been a subject of contentious debate in a number of Sub-Saharan African (SSA) countries, and was even included in the 2000 Millennium Development Goals (MDGs), which were supposed to be fulfilled by 2015. Critics have maintained that Africa is unable to benefit meaningfully from the investment made in education in the absence of a school curriculum that accommodates learners’ cultural backgrounds in the form of indigeneous knowledge systems (IKSs).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Agger, B. (2006). Critical social theories: An introduction. London: Paradigm Publishers.
Ballantine, J. H., & Hammack, F. M. (2012). The sociology of education: A systematic reader. Boston, MA: Pearson.
Banks, J. A. (2009). Multicultuiral education characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 2–32). New York, NY: Wiley & Sons.
Battiste, M. (2002). Indigenous knowledge and pedagogy in first nation education: A literature review with recommendations. Winnipeg, MN: Assemblies of First Nations.
Bennet. C. L. (2003). Comprehensive multicultural education. Boston, MA: Pearson Education.
Bhebhe, N. (2000). Colonial stullification of African science and technology and the abuse of African culture. In E. Chiwome, Z. Mguni, & M. Furusa (Eds.), Indigenous knowledge and technology in African and diaspora communities: Multidisciplinary approaches (pp. 7–15). Harare: Southern Africa Association for Culture and Development Studies.
Birkbeck, L. (2013). The concept of cognitive justice: Improving the college environment for indigenous learners (Project Essay MAIS 700). Alberta: Athabasca University.
Bode, P. (2010). Multicultural education. Retrieved May 6, 2015, from http://www.education.com/reference/article/multicultural-education/
Campbell, D. E. (1996). Choosing democracy: A practical guide to multicultural education. Englewood Cliffs, NJ: Merril.
Chiwome, E., Mguni, Z., & Furusa, M. (Eds.). (2000). Indigenous knowledge and technology in African and diaspora communities: Multidisciplinary approaches. Harare: Southern Africa Association for Culture and Development Studies.
De Souza, M. (2010). Teaching practices in Mexico: A way to understand Mexican English learners in the United States. International Journal of Multicultural Education, 12(2), 1–5.
Domnwachukwu, C. S. (2010). An introduction to multicultural education: From theory to practice. Plymouth: Rowan and Littlefield.
Emannuel, O. A., Mangetane, G. K., & Melaku, W. (2000). Links between indigenous knowledge and modern technology: Seeds of hope. In D. Turnham (Ed.), African perspectives: Practices and policies: Supporting sustainable development (pp. 49–70). Gentofre: Scandinavian Seminar College.
Fabiyi, O. O., & Oloukoi, J. (2013). Indigenous knowledge system and local adaptation strategies to flooding in coastal rural communities of Nigeria. Journal of Indigenous Social Development, 2(1), 1–19.
Gata, R. (1995). Indigenous science and technologies for sustainable agriculture, food systems, and natural resources management with special reference to Zimbabwe. In Indigenous knowledge system and natural resources management in Southern Africa (pp. 85–100). Harare: IUCN
Hart, M. A. (2010). Indigenous worldviews, knowledge and research: The development of an indigenous research paradigm. Journal of Indigenous Voices in Social Work, 1(1), 1–16.
Herrera, S. G., Holmes, M. A., & Kavimandan, S. K. (2012). Bringing theory to life: Strategies that make culturally responsive pedagogy a reality in diverse secondary classrooms. International Journal of Multicultural Education, 14(3), 1–19.
Kibuka-Sebitosi, E. (2008). Protecting indigenous knowledge and the rights and interests of indigenous medical practitioners in Africa. Indilinga, 7(1), 72–86.
Kincheloe, J. L. (2008). Knowledge and critical pedagogy: An introduction. Montreal: Springer.
Kirby, M., Kidd, W., Koubel, F., Madry, N., Barter, J., Hope, T., Kirton, A., Manning, P., & Triggs, K. (1997). Sociology in perspective. London: Heinneman.
Kraak, A. (2009). Western science, power and the marginalisation of indigenous modes of knowledge production. Retrieved April 16, 2015, from http://chet.org.za
Kunnie, J. (2000). Developing indigenous knowledge and technological systems. In E. Chiwome, Z. Mguni, & M. Furusa (Eds.), Indigenous knowledge and technology in African and diaspora communities: Multidisciplinary approaches (pp. 38–49). Harare: Southern African Association for Culture and Development Studies.
Lemmer, E. M., Meier, C., & Van Wyk, J. N. (2006). Multicultural education: An educator’s manual. Pretoria: Van Schaick Publishers.
Makoelle, T. M. (2014). Cognitive justice: Road map for equitable inclusive learning environments. International Journal of Education and Research, 2(7), 505–518.
Manning, M. L., & Baruth, L. G. (2008). Multicultural education of children and adolescents. Boston, MA: Allyn and Bacon.
Masoga, M. A. (2007). Contesting space and time: Intellectual property rights and indigenous knowledge systems research challenge. In I. Muzonde & P. Thomas (Eds.), Indigenous knowledge systems and intellectual property in the twenty-first century: Perspectives from Southern Africa (pp. 2–10). Dakar: CODESRA.
Matowanyika, J. Z. Z. (1995). What are the issues on indigenous knowledge systems in Southern African: Some issues of relevance in timing indigenous systems to sustainable resource management in Southern Africa? In J. Z. Z. Matowanyika, V. Garibaldi, & E. Musimwa (Eds.), Indigenous knowledge system and natural resources management in Southern Africa (pp. 51–61). Harare: IUCN.
McGovern, S. (1999). Education, modern development and indigenous knowledge. New York, NY: Garland.
Meyiwa, T., Letsekha, T., & Wiebesiek, L. (2013). Masihambisane: Lessons learnt using participatory indigenous knowledge research approaches in school based collaborative project of the Eastern Cape. South African Journal of Education, 33(4), 1–15.
Muchenje, F. (2008). Multicultural education in Zimbabwean primary schools: An agenda of issues. Zimbabwe Bulletin of Teacher Education, 14(2), 7–21.
Muchenje, F., & Goronga, P. (2013). Education and the revitalisation of indigenous knowledge systems in Africa: A paradigm shift in curriculum content. International Journal of Social Science and Education, 3(4), 886–894.
Nddey-Isatou, N., & Muir-Leresche, K. (2000). Overview of important issues for sustainable development in Sub-Saharan Africa. In D. Turnham (Ed.), African Perspectives: practices and policies supporting sustainable development (pp. 10–23). Gentofre: Scandinavian Seminar College.
Ndura, E. (2006). Reflections of teacher’s culture in the classroom: Beginning to see and hear. Electronic Magazine of Multicultural Education. Retrieved May 17, 2015, from http://www.eastern.edu/publications/emme/2006fall/ndura.pdf
Nieto, S. (2009). Diversity education: Lessons for a just world. In M. Nkomo & S. Vandeyer (Eds.), Thinking diversity while building cohesion: Transnational dialogue on education (pp. 17–39). Pretoria: Unisa Press.
Nkomo, M., Vandeyer, S., Malada, B., Phatlane, R., Tabane, R., & Phurutse, M. (2009). The state of pedagogy in desegregated South African schools: Peering into the classroom. In M. Nkomo & S. Vandeyer (Eds.), Thinking diversity while building cohesion: Transnational dialogue on education (pp. 17–39). Pretoria: UNISA Press.
Nyerere, J. (1982). Education in Tanzania. In A. B. Fafunwa & J. U. Aisuku (Eds.), Education in Africa: A comparative survey. London: George.
Nyoni, T., & Nyoni, M. (2010). The ‘culture hut’ concept: A case study of Danda and Chimedza schools in Zaka district. Journal of Sustainable Development in Africa, 12(1), 146–158.
Odora-Hoppers, C. A. (Ed.). (2002). Indigenous knowledge and the integration of knowledge systems: Towards a philosophy of articulation. Claremont: New Africa Books.
Ooijens, J. (1995). Basic education and culture. In A. de Ruitjer & I. V. Van Tijssen (Eds.), Cultural dynamics in development process. Stockholm: UNESCO Publishing.
Ritzer, G., & Stepnisky, J. (2013). Sociological theory. Singapore: McGraw Hill Education.
Shizha, E. (2007). Critical analysis of problems encountered in incorporating indigenous knowledge in science teaching by primary school teachers in Zimbabwe. The Alberta Journal of Educational Research, 53(3), 302–319.
Shizha, E. (2013). Reclaiming our indigenous voices: The problem with post-colonial Sub- Saharan African school curriculum. Journal of Indigenous Development, 2(1), 1–18.
Slattery, P. (2006). Curriculum development in the postmodern era. London: Garland Publishing.
UN Chronicle. (2007). Millennium development goals. Secretariat of the UN Permanent Forum on Indigenous Issues.
UNESCO. (2005). Convention on the protection and promotion of the diversity of cultural expressions. Paris: UNESCO.
Vandeyer, S. (2003). The jagged path to multicultural education: International experiences and South African response in the new dispensation. South African Journal of Education, 23(3), 193–198.
Yao, Y., Buchanan, D. L., Powell-Brown, A., & Pecina, U. H. (2009). Different drummers: International perspectives on multicultural education. International Journal of Multicultural Education, 11(2), 1–17.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Muchenje, F. (2017). Cognitive Justice and Indigenous Knowledge Systems in the Postcolonial Classroom. In: Shizha, E., Makuvaza, N. (eds) Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-962-1_5
Download citation
DOI: https://doi.org/10.1007/978-94-6300-962-1_5
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-962-1
eBook Packages: EducationEducation (R0)