About the Journal
The name Indilinga stands for the 'circle orientation' of indigenous African communities which is exhibited in their material culture and behaviour. The journal has been motivated by the need for a dependable expression for critical and analytical writing on issues related to production, dissemination and recognition of Indigenous Knowledge Systems. The journal represents a variety of cross disciplinary interests in ethno-methodology and in qualitative methods. Debates on methodology, epistemology, ethics, gender, science and technology, arts, food systems, education, language and socio-cultural issues are invited. Articles are peer-reviewed.
Current Issue
Research on Indigenous people’s epistemologies and practices advocates for the integration of Indigenous Knowledge Systems (IKS) in learners’ education. Countries such as South Africa, Botswana, and Namibia in the Southern African Development Community have and continue to make concerted attempts to indigenise their curricula. The drive behind transforming the curriculum and teaching, and learning is to make them relevant, firstly to Indigenous learners’ cultures, and secondly, to expose the nonIndigenous learners to alternative knowledge systems. The education transformation task aims to confront and dismantle the colonial legacy that has long denied IKS recognition
in the education space. The work contributed by the authors in this volume adds to the
body of knowledge that can be considered to guide the selection of content and
pedagogies in this regard.