Abstract
The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article we argue that indigenous knowledge, as a system of African knowledge, can provide a useful philosophical framework for the construction of empowering knowledge that will enable communities in Africa to participate in their own educational development. (Indilinga: African Journal of Indigenous Knowledge Systems: 2002 1: 27-36)
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Indilinga: African Journal of Indigenous Knowledge Systems
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
