Intersections of Indigenous Knowledge and place-based education: possibilities for new visions of sustainability education in Uganda

Abstract

This doctoral research pursued the intersection of Indigenous Knowledge (IK) and place-based education in Ugandan secondary schools. Particular interest was placed on how teachers use place-based education pedagogies to influence their own as well as their learners' reconnection to their communities, cultures and places towards a more sustainable future. Even though the role of community elders of guardianship and instruction of IK has been weakened by the formal education system (Semali, Reference Semali, Semali and Kincheloe1999; Smith & Sobel, Reference Smith and Sobel2010), this research also explored how community elders can contribute to place-based education in their communities.