The Basotho indigenous knowledge (IK): Do we understand it well enough to employ it as a tool in higher education teaching?

Abstract

Calls to revert to the unpacking/exploration of the corpuses of indigenous knowledge which lie unused within the African communities and to integrate them into education are heard loud and clear. But is indigenous knowledge (IK) understood well enough to be harmonised with formal teaching? Although evidence abounds that, in the last two to three decades, attempts have been made to encourage a better understanding of IK and its potential in development, so far there is no indication of its integration with formal education. This paper aims to conceptualise IK; to identify the wealth of IK in the Basotho communities; to explain its use and value by decoding the hidden meanings and rationales in it; as well as to suggest ways in which formal education and IK can be made to co-exist in higher education teaching.