Opening Futures for Nigerian Education – Integrating Educational Technologies with Indigenous Knowledge and Practices

Biliamin Adekunle Adeyeye,Jon Mason

doi:10.5944/openpraxis.12.1.1055

Biliamin Adekunle Adeyeye, Jon Mason

Open Access

https://doi.org/10.5944/openpraxis.12.1.1055

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Abstract

This paper highlights some key historical perspectives and antecedents of African Indigenous knowledge (AIK) and practices while identifying ‘open’ futures and opportunities for the application of digital technologies for educational opportunities that build on this cultural base. The role and negative impact of colonialism in the under-development of AIK is examined in this context together with the impact of post-colonial and contemporary corruption in further undermining the value of Indigenous knowledge systems. Two key concepts are identified as a counterpoint to this: the resilience of AIK and ‘local wisdom’ and the openness underpinning much of the ongoing digital revolution. This natural alignment can help guide the integration of Indigenous-based knowledge and practices and the deployment of open and distance learning in the re-birth of African Indigenous Knowledge Systems (AIKS). Openness is a pivotal concept here for it is integral to both the architecture of the Web and in its ongoing evolution. Given the identified opportunities associated with digital technology, and despite the challenges, it is argued that there is an unequivocal need for AIKS to explore the advantages of open education resources and practices in promoting this rebirth that is also consistent with modern science and technologies in Africa and beyond.

Highlights

There is growing awareness and appreciation that Indigenous knowledge systems and education possess a significant and enduring value that could assist the world in sustainable development (Adeyeye, 2019; Ugwu & Diovu, 2016; United Nations, 2015)
This paper represents a foundation for ongoing investigation into how open educational systems might be calibrated when informed by African Indigenous Knowledge (AIK) and practices and how AIK systems can use local utilitarian educational values in building homegrown technologies and solutions for Nigerian domestic needs and aspirations in a sustainable way that could guarantee a sustainable future and place the country on the verge of development and change resilience
Eyong (2007) highlighted colonialism as one of the challenges facing Indigenous knowledge systems (IKS) in Africa: IKS have suffered for decades from several strategies of disinformation embedded in westerncentric, colonial and post-colonial education and western religion, science and technology

Summary

Introduction

There is growing awareness and appreciation that Indigenous knowledge systems and education possess a significant and enduring value that could assist the world in sustainable development (Adeyeye, 2019; Ugwu & Diovu, 2016; United Nations, 2015) Such knowledge systems extend beyond the more visible cultural contributions (such as music) already appropriated into diverse genres of world music. Local traditional knowledge, beliefs and protocols have persisted in the governance and education of their members, passed from one generation to another These cultural and ecological diversities have been drawn upon by Africans for thousands of years to solve specific developmental and environmental problems (Mohamedbhai, 2013). They have been involved in the origination of theories and various philosophical thoughts; these can be found in the works of Indigenous African scholars as presented within the table 1

Wole Soyinka

Openness in the Evolution of Digital Infrastructure

Conclusion