IKS Epstemologies and Research Methodologies in Education
Africa Spectrum, first published in 1966 by the GIGA-Institute of African Affairs in Hamburg, is an inter-disciplinary fully refereed journal, indexed by ISI, focusing on social science dealing with Africa. In 2009 it has become an open access journal and is published in cooperation with the Dag Hammarskjöld Foundation.
This book is an important contribution to social science, specifically to the field of history and politics of knowledge production. It also importantly addresses a number of specialised professional fields pinpointing critical perspectives on the contributions of African indigenous knowledge to the knowledge terrain.
This article draws on rich ethnographies and ethnographic fiction depicting mobile Africans and their relationships to the places and people they encounter to argue that mobility is more appropriately studied as an emotional, relational and social phenomenon as reflected in the complexities, contradictions and messiness of the everyday realities of encounters informed by physical and social mob
Indigenous Knowledge also termed Traditional, Endogenous or Classical knowledge, often fails to contribute to the improvement of the qua lity of human life. This failure can be a ttributed purely to th e lower statu s accorded to this type of knowledge in society.
Using the metaphor of the elephant and the three blind men, this paper discusses some elements of the scholarly debate on the postcolonial turn in academia, in and of Africa, and in anthropology in particular. It is a part of the context in which anthropology remains unpopular among many African intellectuals.
Africa has always been an important source of rich information for knowledge production. There has always been a curiosity about Africa that has served different imaginations and interests.
On the occasion of the inaugural issue of Decolonization: Indigeneity, Education & Society, we examine the many contradictions, contestations and possible pathways to decolonization.
This article explores decolonial priorities in Indigenous Studies, raises questions about the pedagogical approach, and challenges the primary educational goal for students, arguing that Indigenous Studies has become fixated on a simplistic decolonisation of Western knowledge and practices.
The article’s focus is the relationship between culture, indigenous knowledge systems (IKS), sustainable development and education in Africa. It analyzes the concept of sustainability with particular reference to education and indigenous knowledge systems.
If my experience of anthropology in and on Africa is anything to go by, there has been too much of engaged or public anthropology and too little of anthropology as an intellectual pursuit animated by rigorous contemplation and practice on and around a set of shared curiosities.