Educational development of Africa: Changing perspectives on the role of indigenous knowledge

Abstract

Educators have called for the integration of African Indigenous Knowledge (AIK) into educational curricula particularly at the university level. However, little is known about the perspectives of university students regarding the role of AIK towards educational development. Thus, this study used survey and focus group discussions to examine the perceptions of 125 university undergraduates regarding the role of AIK in educational development in Africa. Findings indicated that AIK enthusiasts are perceived as knowledge-police and bullies propagating divisive scholarship. Approximately 25 percent of participants are not aware of what constitutes indigenous knowledge. The implications of these and other findings are discussed.