Integrating Indigenous Knowledge into Uganda’s Primary School Curriculum: Strategies for Decolonisation and Cultural Reclamation

Abstract

Uganda's education system, like those in many postcolonial countries, has been profoundly influenced by colonial legacies that prioritise Western epistemologies over Indigenous Knowledge Systems (IKS). This pervasive Eurocentric approach has resulted in the marginalisation of Uganda's rich cultural heritage, inadequately preparing learners to address local challenges and perpetuating a disconnect from their cultural roots. The integration of IKS into Uganda's primary education curriculum is a critical step towards decolonising education, fostering inclusivity, and preserving indigenous identity. This paper adopted a qualitative research design, specifically employing document analysis and key informant interviews with Headteachers and teachers, to explore perceptions, practices, and possibilities for integrating IKS into the national curriculum. Through this interpretive and exploratory methodology, the study sought to understand the socio-cultural dynamics and educational policies that shape curriculum choices. The paper further proposed pragmatic strategies for decolonising Uganda's education system by reimagining the primary education curriculum to balance Western-influenced knowledge with indigenous knowledge processes. By adopting this approach, learners will become well-versed in global knowledge systems while developing a deep appreciation for their cultural heritage. Ultimately, this will equip learners to contribute meaningfully to the sustainable development of their communities, fostering a new generation of leaders who are grounded in their cultural traditions and equipped to navigate the complexities of an increasingly globalised world