Vol. 1 No. 1 (2025): INDILINGA: African Journal of Indigenous Knowledge Systems
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.