Indigenous Knowledge and Education in Africa

1. Front Matter

   Pages i-ix

   PDF

2. Indigenous Knowledge and Curriculum in Africa

   • Chika Ezeanya-Esiobu

   Pages 1-10Open Access

3. The Case for an Indigenous Knowledge Based Curriculum

   • Chika Ezeanya-Esiobu

   Pages 11-20Open Access

4. A Faulty Foundation: Historical Origins of Formal Education Curriculum in Africa

   • Chika Ezeanya-Esiobu

   Pages 21-41Open Access

5. Contemporary Education Curriculum in Africa

   • Chika Ezeanya-Esiobu

   Pages 43-53Open Access

6. Africa’s Indigenous Knowledge: From Education to Practice

   • Chika Ezeanya-Esiobu

   Pages 55-80Open Access

7. The Case of Traditional Bonesetting and Orthopaedic Medical Curriculum

   • Chika Ezeanya-Esiobu

   Pages 81-95Open Access

8. Research, Innovation, Indigenous Knowledge and Policy Action in Africa

   • Chika Ezeanya-Esiobu

   Pages 97-106Open Access

9. Conclusion: Towards a Mainstreaming of Indigenous Knowledge in Africa’s Education

   • Chika Ezeanya-Esiobu

   Pages 107-111Open Access

10. Back Matter

    Pages 113-115

    PDF

This open access book presents a strong philosophical, theoretical and practical argument for the mainstreaming of indigenous knowledge in curricula development, and in teaching and learning across the African continent.  Since the dawn of political independence in Africa, there has been an ongoing search for the kind of education that will create a class of principled and innovative citizens who are sensitive to and committed to the needs of the continent.  When indigenous or environment-generated knowledge forms the basis of learning in classrooms, learners are able to immediately connect their education with their lived reality. The result is much introspection, creativity and innovation across fields, sectors and disciplines, leading to societal transformation. Drawing on several theoretical assertions, examples from a wide range of disciplines, and experiences gathered from different continents at different points in history, the book establishes that for education to trigger the necessary transformation in Africa, it should be constructed on a strong foundation of learners’ indigenous knowledge.



The book presents a distinct and uncharted pathway for Africa to advance sustainably through home-grown and grassroots based ideas, leading to advances in science and technology, growth of indigenous African business and the transformation of Africans into conscious and active participants in the continent’s progress. Indigenous Knowledge and Education in Africa is of interest to educators, entrepreneurs, policymakers, researchers and individuals engaged in finding sustainable and strategic solutions to regional and global advancement.

• Open Access
• Education and indigenous knowledge
• Africa education
• Curriculum development in Africa
• Indigenous knowledge in Africa
• Education and development

• Los Angeles, USA

  Chika Ezeanya-Esiobu

Chika Ezeanya-Esiobu is a researcher, teacher, non-fiction and fiction writer, and a well-known intellectual who holds a Ph.D. in African Development and Policy Studies from Howard University in Washington D.C. At the core of Chika’s research interests is the multidisciplinary exploration of indigenous knowledge, and homegrown and grassroots-based approaches to the sustainable advancement of Africa. In this context, Chika’s interests extend further to education, specifically curricula as central to indigenous knowledge research development. Chika has published numerous academic articles in peer-reviewed journals, book chapters and short essays, and has also produced documentary films.


Chika has conducted research on indigenous knowledge and homegrown approaches to sub-Saharan Africa’s growth for such organizations as the United Nations University World Institute for Development Economics Research (UNU-WIDER), United Nations Research Institute for Social Development (UNRISD), the Swedish International Development Agency (Sida), International Development Research Center (IDRC) Canada and the African Economic Research Consortium.