Skip to main content
SpringerLink
Log in

Decolonizing African Development Education Through Indigenous Knowledge

  • Chapter
  • First Online:
Reimagining Development Education in Africa

  • 211 Accesses

Abstract

Any worthy system of education must extol cultural worldviews. However, this seemingly modest mission has eluded Ghana, Africa, and its diaspora owing to Arabian and European imperialist disruptions. In Ghana, Eurocentric perspectives have usurped and placed African knowledge systems in servitude. Conversations to redress this anomaly in African higher education have gained some traction owing to the importance African worldviews to the development of Africa and Africans. Notwithstanding the destruction of ancient African literature and historical artefacts, the continent still wields, among others, its rich oral arts. Proverbs make up one of these arts and have served both as a medium and knowledge system in inter-generational education. In this chapter, I employ African proverbs to advocate for African higher education [with a focus on Ghana] to serve a public purpose. The need to analyse these proverbs is important because of the cultural significance and foundation it provides towards meaningful education. It offers an opportunity to strengthen the mainstreaming of African worldviews in schooling [education]. Overall, this endeavour contributes to the broader deliberations on decolonizing knowledge and African education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abubakar, A. A. (2011). Proverbs as a source of philosophic ideas about African education. In A. B. Nsamenang & T. M. S. Tchombe (Eds.), African educational theories and practices: A generative teacher education handbook (pp. 67–76). Presses Universitaires d’Afrique.

    Google Scholar 

  • Achebe, C. (2008). Things fall Apart. Penguin.

    Google Scholar 

  • Amuzu, D. (2020). Colonial higher education in Ghana and corresponding threats to principles of adult learning. In Y. Oheneba-Sakyi, A. M. Tagoe, & I. Salifu (Eds.), Contemporary issues in human resource studies (pp. 138–154). Woeli.

    Google Scholar 

  • Asante, M. K. (2012). Maat and human communication: Supporting identity, culture and history without global domination. Communicatio, 38(2), 127–134.

    Article  Google Scholar 

  • Avoseh, M. B. M. (2013). Proverbs as theoretical frameworks for lifelong learning in indigenous African education. Adult Education Quarterly, 63(3), 236–250.

    Article  Google Scholar 

  • Brill. Obanya, P. (2011). Foreword. In A. B. Nsamenang & T. M. S Tchombe (Eds.), African educational theories and practices: A generative teacher education handbook (p. xxiii). Presses Universitaires d’Afrique.

    Google Scholar 

  • Brookman-Amissah, J. (1986). Akan proverbs about death. Anthropos, 81(1/3), 75–85.

    Google Scholar 

  • Chilisa, B. (2012). Indigenous research methodologies. Sage.

    Google Scholar 

  • Dei, G. J. S. (2006). Introduction. In G. J. S. Dei & A. Kempf (Eds.), Mapping the terrain–Towards a new politics of resistance. In Anti-colonialism and education. (pp. 1–23).

    Google Scholar 

  • Dei, G. J. S., & Kempf, A. (2006). Anti-colonialism and education politics of resistance. Sense.

    Book  Google Scholar 

  • Dickson, A. A., & Mbosowo, M. D. (2014). African proverbs about women: Semantic import and impact in African societies. Mediterranean Journal of Social Sciences, 5(9), 632–641.

    Google Scholar 

  • Dzobo, N. K. (1973). African proverbs: The moral value of Ewe proverbs. Bureau of Ghanaian Languages.

    Google Scholar 

  • Gwanfogbe, M. B. (2011). Africa’s triple education heritage: A historical comparison. In A. B. Nsamenang & T. M. S. Tchombe (Eds.), African educational theories and practices: A generative teacher education handbook (pp. 39–54). Presses Universitaires d’Afrique.

    Google Scholar 

  • Gyan, C., Abbey, E., & Baffoe, M. (2020). Proverbs and patriarchy: Analysis of linguistic prejudice and representation of women in traditional Akan communities of Ghana. Social Sciences, 9(3), 22–32.

    Article  Google Scholar 

  • Gyekye, K. (1987). An essay on African philosophical thought: The Akan conceptual scheme. Cambridge University Press.

    Google Scholar 

  • Higgs, P. (2008). Towards an indigenous African educational discourse: A philosophical reflection. International Review of Education, 54(3), 445–458.

    Article  Google Scholar 

  • Horning, D., & Baumbrough, B. (2020). Contributions to urban Indigenous self-determination: The story of Neeginan and Kaupapa Māori. The Australian Journal of Indigenous Education, 50, 1–9.

    Google Scholar 

  • Huambachano, M. (2018). Enacting food sovereignty in Aotearoa New Zealand and Peru: Revitalizing indigenous knowledge, food practices and ecological philosophies. Agroecology and Sustainable Food Systems, 42(9), 1003–1028.

    Article  Google Scholar 

  • Hussein, J. W. (2005). The social and ethno-cultural construction of masculinity and femininity in African proverbs. African Study Monographs, 26(2), 59–87.

    Google Scholar 

  • Kamwendo, J., & Kaya, H. O. (2016). Gender and African proverbs. Studies of Tribes and Tribals, 14(2), 92–99.

    Article  Google Scholar 

  • Karenga, M. (2003). Maat, the moral ideal in ancient Egypt: A study in classical African ethics. Routledge.

    Google Scholar 

  • Kenyatta, J. (1965). Facing Mount Kenya. Vintage Books.

    Google Scholar 

  • Letseka, M. (2000). African philosophy and educational discourse. African Voices in Education, 23(2), 179–191.

    Google Scholar 

  • Magni, G. (2017). Indigenous knowledge and implications for the sustainable development agenda. European Journal of Education, 52(4), 437–447.

    Article  Google Scholar 

  • Maison, K. B. (2010). The re-emergence of Ananse: Re-inventing African universities through indigenous knowledge systems. In D. D. Kuupole & D. V. Botchway (Eds.), Polishing the pearls of ancient wisdom: Exploring the relevance of endogenous African knowledge systems for sustainable development in postcolonial Africa (pp. 53–84). University of Cape Coast printing press.

    Google Scholar 

  • Marah, J. K. (2006). The virtues and challenges of traditional African Education. Journal of Pan African studies, 1(4), 15–24.

    Google Scholar 

  • Mazama, A. (2005). The Afrocentric paradigm: Contours and definitions. Journal of Black Studies, 31(4), 387–405.

    Article  Google Scholar 

  • Mbembe, J. A. (2016). Decolonizing the university: New directions. Arts and Humanities in Higher Education, 15(1), 29–45.

    Article  Google Scholar 

  • McCain, J. A. (1979). Higher education in Ghana: Implications for the future. Journal of Black Studies, 10(1), 60–68.

    Article  Google Scholar 

  • McNamara, R. A., & Naepi, S. (2018). Decolonizing community psychology by supporting indigenous knowledge, projects, and students: Lessons from Aotearoa New Zealand and Canada. American Journal of Community Psychology, 62(3–4), 340–349.

    Article  Google Scholar 

  • Mugambiwa, S. S. (2018). Adaptation measures to sustain indigenous practices and the use of indigenous knowledge systems to adapt to climate change in Mutoko rural district of Zimbabwe. Jàmbá: Journal of Disaster Risk Studies, 10(1), 1–9.

    Google Scholar 

  • Mustapha, O., Adebowale, O., Alagbe, A., & Oyerinde, O. (2009). Ẹkọ Èdè Yorùbá Titun. University of Ibadan press.

    Google Scholar 

  • Nketia, J. H. K. (1998). University of Ghana Anthem. Retrieved June 20, 2020 from UNIVERSITY ANTHEM LYRICS.pdf (ug.edu.gh).

    Google Scholar 

  • Nketsia, N. K. (2013). African culture in governance and development: The Ghana paradigm. University of Cape Coast Press.

    Google Scholar 

  • Nukunya, G. (2003). Tradition and change in Ghana (2nd ed.). Ghana Universities Press.

    Google Scholar 

  • Obioha, U. P. (2020). Uwaezuoke precious Obioha. OGIRISI: A New Journal of African Studies, 16(1), 110–126.

    Google Scholar 

  • Ocitti, J. P. (1973). African Indigenous education. Kenya East African Literature Bureau.

    Google Scholar 

  • Ogunmodede, F. (2004). On the historical evolution of schools in African philosophy. Journal of Philosophy and Culture (JPC), 1, 80–106.

    Google Scholar 

  • Ogunyemi, K., & Obiorah, O. (2020). Responsible managers for the common good: African (Igbo and Yoruba) perspectives on responsible management. Edward Elgar Publishing.

    Google Scholar 

  • Okoro, K. N. (2010). African traditional education: A viable alternative for peace building process in modern Africa. Journal of Alternative Perspectives in the Social Sciences, 2(1), 136–159.

    Google Scholar 

  • Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & O’Garro, J. G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365–416.

    Article  Google Scholar 

  • Simmons, M., & Dei, G. J. S. (2012). Reframing anti-colonial theory for the diasporic context. Postcolonial Directions in Education, 1(1), 67–99.

    Google Scholar 

  • Smith, G. (2017). Kaupapa Māori theory: Indigenous transforming of education. Critical conversations in Kaupapa Maori, 70–81.

    Google Scholar 

  • Tagoe, M. A. (2012). Incorporating cultural action models in university-based adult education: The Ghanaian experience. International Journal of Lifelong Education, 31(5), 591–605.

    Article  Google Scholar 

  • Tangwa, G. B. (2011). Ethics in African education. In A. B. Nsamenang & T. M. S. Tchombe (Eds.), African educational theories and practices: A generative teacher education handbook (pp. 91–108). Presses Universitaires d’Afrique.

    Google Scholar 

  • Tefe, T. (2012). Reforming education for the benefit of every Child: Challenges and opportunities in Ghana’s current education system [paper presentation]. 5th International Social Work Conference on Quality Education, Accra.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Ghana, Accra, Ghana

    Delali Amuzu

Authors
  1. Delali Amuzu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Delali Amuzu .

Editor information

Editors and Affiliations

  1. School of Continuing and Distance Education, University of Ghana, Legon, Accra, Ghana

    Olivia Adwoa Tiwaah Frimpong Kwapong

  2. Department of Adult Education and Human Resource Studies, University of Ghana, Legon, Accra, Ghana

    David Addae

  3. Department of Adult Education and Human Resource Studies, University of Ghana, Legon, Accra, Ghana

    John Kwame Boateng

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Amuzu, D. (2022). Decolonizing African Development Education Through Indigenous Knowledge. In: Frimpong Kwapong, O.A.T., Addae, D., Boateng, J.K. (eds) Reimagining Development Education in Africa. Springer, Cham. https://doi.org/10.1007/978-3-030-96001-8_3

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-96001-8_3

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-96000-1

  • Online ISBN: 978-3-030-96001-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation