Conceptualizing Indigenous Knowledge: Insights from Selected Key Education Stakeholders in Zambia

Based on the influence of western education and thought patterns, it is a mammoth task to find unanimous agreement on what constitutes Indigenous Knowledge systems (IKS). It can be argued that it is impossible to obtain an unadulterated African Indigenous Knowledge because of colonialism which has been so long in place. However, critical issues can be unveiled and agreed upon that include the philosophy and practices of African Indigenous peoples. This article aims to unearth what constitutes African Indigenous Knowledge/education from the perspectives of some selected key education stakeholder in Zambia. To realise this aim, qualitative interviews were employed as data collection methods to have an in-depth understanding of the participants on the subject matter under contention. Selected key education stakeholders who included teachers, religious leader, traditional leaders and curriculum specialists were purposefully sampled across the country. The collected data was thematically analysed. The main findings of the study revealed that Indigenous knowledge is rooted in the Zambian culture and is based on native people’s living experiences. Emerging facets from the respondents therefore pointed to mutual agreement that indigenous knowledge encompasses local knowledge unique to Zambia’s culture, skills, beliefs, and practices developed over generations in harmony with the local environment and community This knowledge is of fluid nature translating continually changing, being produced or generated, as well as discovering, lost or recreated. The study recommends the need for a paradigm shift in curriculum development and implementation, one that recognises IK not only as an addition to the mainstream curriculum but as a legitimate and vital knowledge system.

Indigenous Knowledge, curriculum, education, perspective

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