VALUED INDIGENOUS KNOWLEDGE CONTENT FOR SCHOOL CURRICULUM INTEGRATION IN THE ZAMBIAN CONTEXT
DOI:
https://doi.org/10.61421/IJSSMER.2025.3506Keywords:
Indigenous knowledge, curriculum, integration, culturally responsive educationAbstract
Africa has for a long time been a rich source of data for the development of social systems, social sciences theories and paradigms. This calls for the need to identify the epistemological foundations of Indigenous Knowledge (IK) and discover, evaluate and understand how knowledge is created and disseminated in local communities. Academic scholarship therefore has a duty to recognize these cultural knowing’s as legitimate sources of knowledge. It was thus the aim of this study to explore the value of IK and its potential integration into the Zambian school curriculum. Aware that IK embody rich cultural heritage, practical life skills and contextual relevance, the study argued for the inclusion as means of promoting culturally responsive education. Considering the Eurocentric nature of most education systems in Africa, there is need for a paradigm shift in curriculum content in which IKSs are also recognized as legitimate knowledge forms. The study employed a qualitative approach, using document analysis and semi structured interviews with some key education stakeholders who included teachers, traditional leaders, curriculum specialists and religious leaders. The collected data was thematically analysed drawing on constructivism and theory of tree as guiding theoretical frameworks. Findings of the study revealed that while IK is acknowledged in policy discourse, its actual integration in the curriculum content remains fragmented, limited and often ignored. Integration into classroom practice is inconsistent primarily due to a lack of teacher training, insufficient instructional materials and minimal community involvement. The study concluded that for Zambia’s education system to become truly inclusive and contextually relevant, a deliberate and structured effort is required to mainstream IK and pedagogies across subjects and levels. The study thus recommends a curricular reform to a local context for curriculum reform, teacher education and community engagement and policy implementation to support transformation.
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