An Indigenous epistemological revival through an inclusive art practice teaching method

Abstract

This article reflects on an inclusive art practice teaching method that encourages students to embrace their Indigenous knowledge and cultural meanings as a point of departure, culminating in visual narratives. It provides an overview of a selection of African language Xhosa speech acts and visual narratives from students who have completed their qualifications using this method. Cultural meanings are constructed through language, which subsequently influences the behavioural world of the speakers. Analysis and interpretation of a small sample of visual narratives is presented in order to highlight the value of this inclusive teaching method. The emergent visual narratives contribute to the sustainability and future research of Indigenous culture in the context of African Indigenous knowledge systems.