Nexus of Indigenous Technological Knowledge Systems and Design Education in Afrika’s Higher Education Institutions

Abstract

This chapter discusses Afrikans’ culture, specifically sagacity on indigenous technological knowledge systems (ITKS), and demonstrates structured initiatives to integrate ITKS in Afrika’s higher education institutions’ (HEI) design education. Emerging economies’ ITKS remains largely undocumented and unacknowledged. Afrikan material culture was physically and psychologically disintegrated by European colonialists denying Afrikans the right to their rich cultural heritage and identity. Numerous Afrikan’s ethnic artifacts are still stashed away in Europe’s museums. Colonialism negatively impacted Afrika’s ITKS and indigenous education system. To date, Afrika’s HEIs’ design curriculum is predominantly skewed toward Western theories, concepts, methodologies, and approaches. Myriad conundrums jeopardize Afrika’s design curriculum’s goals and delivery. Indigenous Afrikans are excellent designers in their own right, epitomized in their material culture: fashion, textile, product, industrial, interior, jewelry, and graphic design. ITKS, with its long history globally, especially among ethnic minorities such as the Ogiek of Kenya, and cultural/artisanal communities should not be ignored. All efforts should be made to revitalize and develop its awareness principally in HEIs’ design education. Further, Afrika’s HEIs’ design education should be aggressively fostered. This chapter significantly promotes Afrikan design education stakeholders’ strategies for a conscious and responsible infusion of ITKS into the design curriculum in HEIs. Principally, ensuring all participating parties’ rights are respected for cultural, social, economic, and environmental sustainability and to forestall the continent’s cultural appropriation and misrepresentation.