Marginal Presence, Missed Potential: The Representation of Indigenous Knowledge in the Zambian School Curriculum

Abstract
Formal education in many postcolonial African states systematically overlooks the knowledge systems that have sustained local communities for generations. This paradox lies at the centre of contemporary debates about curriculum relevance and cultural preservation, and the resulting disconnect between what learners encounter in school and the indigenous knowledge (IK) that shapes their daily lived experiences represents not merely a pedagogical oversight but a profound cultural crisis, with far-reaching implications for identity formation, community cohesion and sustainable development. This article examines the extent to which IK is represented in the current Zambian school curriculum. Employing a qualitative design, the study drew on semi-structured interviews with purposively sampled key education stakeholders, including teachers, traditional leaders and religious leaders, complemented by document analysis of the Zambia Education Curriculum Framework and the primary and secondary school syllabi. Data were analysed thematically. The findings revealed that the representation of IK in the curriculum is minimal and superficial, confined to isolated topics within a small number of subjects, such as Integrated Science, History, Geography, Civic Education and Religious Education, while high-value indigenous content remains largely excluded. Stakeholders stressed the urgency of integrating IK on the grounds of cultural preservation, its educational significance, decolonisation, equity and knowledge demarginalisation through community engagement. The article concludes that a deliberate, systematic and adequately supported integration of IK across subjects and levels is required if the Zambian curriculum is to become culturally relevant and responsive to the realities of its learners.

indigenous knowledge, curriculum, representation, decolonisation, Zambia

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