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Relevant bibliographies by topics / African indigenous education

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Academic literature on the topic 'African indigenous education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "African indigenous education"

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Kibera, Prof Lucy Wairimu. "Decolonizing Moral Education." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 14–20. http://dx.doi.org/10.31686/ijier.vol8.iss11.2688.

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This paper has examined the importance of African Indigenous Moral Education versus Moral Education introduced by the colonizers in maintaining social fabric. In doing so, concepts pertaining to colonialism, decolonization, education, morals, have been defined. Further, aims of education of African Indigenous people have been articulated as well as their status in these societies and corresponding state of morality among Indigenous African people versus the rest of the world today. Finally, suggestions towards integration of African Indigenous Moral Education into school curriculum has been made.

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Kaya, Hassan O., Gregory H. Kamwendo, and Leonce Rushubirwa. "African Indigenous Languages in Higher Education." Studies of Tribes and Tribals 14, no. 2 (December 2016): 121–28. http://dx.doi.org/10.1080/0972639x.2016.11886739.

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Abari, Ayodeji Olasunkanmi, Idowu Olufunke Oyetola, and Adedapo Adetayo Okunuga. "PRESERVING AFRICAN LANGUAGES AND TERRITORIAL INTEGRITY IN THE FACE OF EDUCATION AND GLOBALIZATION." Problems of Education in the 21st Century 57, no. 1 (December 25, 2013): 8–15. http://dx.doi.org/10.33225/pec/13.57.08.

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With the colonization of Africa, the language of the colonial masters has taken precedence over the indigenous languages of the Africans to the extent that the latter seems to be going into extinction. Yet, education is better founded on the native language of a people which also preserves their culture and tradition and gives them their own separate identity. Meanwhile, the world has turned into a global village and there now exist international languages with the owners’ ways of life. The latter seems to have subsumed the culture and tradition of others who are borrowers of the international language. Where then lays the fate of Africans, between the preservation of their indigenous languages and the risk of being left out and behind the rest of the world if they do not simultaneously come to terms with international languages. It is these issues of language and education, as well as globalization and African territorial integrity that this study examines separately and jointly with a view to juxtaposing them. The study then recommends balanced ways out of the dilemma one of which is the compulsory use of the mother tongue by Africans as the medium of instruction at the foundational level of education. Key words: African languages, education, globalization, preserving, territorial integrity.

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Wandera, Moses. "Indigenous African Education for Socio- Economic Development." Msingi Journal 1, no. 1 (August 27, 2018): 267–316. http://dx.doi.org/10.33886/mj.v1i1.64.

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Education in Africa has been in existence since time immemorial. This study sought to examine the activities of Lantana in Benin on their specialised training, Dogon of Mali in their world view, Futo Toro of Senegal in their various trades, Poro of Sierra Leone in the training of the youth, Takensi of Ghana in their social order and the Akan of Ghana. Also examined are the activities of the Chamba and Yoruba of Nigeria in their adult centred training and forecasting of the future respectively. The Chagga of Tanzania and the Abakwayaare were also examined on their initiative plays and economic activities. The paper also studied the Ndembu of Zambia on the past analysis and the activities of the Mijikenda of Kenya among other Kenyan tribes. The study used the theoretical framework of Emile Durkheim on the social and moral order, while the design of the study was on content analysis of available information and expectations. The study recommends positive approaches in the indigenouseducation that can be adapted, mainly for Kenya in its desire to achieve Vision 2030. However, further research should be done on specific values, foods, attitudes and the rule of law, how achieve social, political and economic progress in African nations and especially how the current economic integration blocks have followed the same pattern of the communities and their values.

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Bunyi, Grace. "Rethinking the place of African indigenous languages in African education." International Journal of Educational Development 19, no. 4-5 (July 1999): 337–50. http://dx.doi.org/10.1016/s0738-0593(99)00034-6.

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Opoku, Maxwell Jnr, and Angela James. "PEDAGOGICAL MODEL FOR DECOLONISING, INDIGENISING AND TRANSFORMING SCIENCE EDUCATION CURRICULA: A CASE OF SOUTH AFRICA." Journal of Baltic Science Education 20, no. 1 (February 5, 2021): 93–107. http://dx.doi.org/10.33225/jbse/21.20.93.

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In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multi-site ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts. Keywords: context sensitive curricula, pedagogical strategies, South African curriculum, Western worldview

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Alshameri, Faleh, and Abdul Karim Bangura. "Generating metadata to study and teach about African issues." Information Technology & People 27, no. 3 (July 29, 2014): 341–65. http://dx.doi.org/10.1108/itp-06-2013-0112.

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Purpose – After almost three centuries of employing western educational approaches, many African societies are still characterized by low western literacy rates, civil conflicts, and underdevelopment. It is obvious that these western educational paradigms, which are not indigenous to Africans, have done relatively little good for Africans. Thus, the purpose of this paper is to argue that the salvation for Africans hinges upon employing indigenous African educational paradigms which can be subsumed under the rubric of ubuntugogy, which the authors define as the art and science of teaching and learning undergirded by humanity toward others. Design/methodology/approach – Therefore, ubuntugogy transcends pedagogy (the art and science of teaching), andragogy (the art and science of helping adults learn), ergonagy (the art and science of helping people learn to work), and heutagogy (the study of self-determined learning). That many great African minds, realizing the debilitating effects of the western educational systems that have been forced upon Africans, have called for different approaches. Findings – One of the biggest challenges for studying and teaching about Africa in Africa at the higher education level, however, is the paucity of published material. Automated generation of metadata is one way of mining massive data sets to compensate for this shortcoming. Originality/value – Thus, the authors address the following major research question in this paper: What is automated generation of metadata and how can the technique be employed from an African-centered perspective? After addressing this question, conclusions and recommendations are offered.

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Manomano, Tatenda, Rumbidzai Nyanhoto, and Priscilla Gutura. "Prospects for and factors that militate against decolonising education in social work in South Africa." Critical and Radical Social Work 8, no. 3 (November 1, 2020): 357–70. http://dx.doi.org/10.1332/204986020x16019188814624.

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The effects of both colonialism and the apartheid that succeeded it resulted in the indigenous peoples of South Africa being displaced, marginalised, excluded and exploited. For many generations, indigenous population groups were disenfranchised, their destinies were taken out of their hands and their socio-economic status was predetermined. As colonisers tended to perceive the knowledge systems of indigenous peoples as being inferior to their own, colonised countries inherited most of their infrastructure and administrations from their colonisers, and their influence continues to be felt in many post-colonial countries even today. The discipline of social work has often been criticised for being dominated by white, Western and middle-class discourses. Although education in social work in South Africa needs to be sensitive to African world views, attempts to decolonise it and to replace Western modes of thinking, being and feeling with modes that are relevant to African cultural experiences have yielded some undesirable consequences.

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Ukam, Edadi Ilem. "The Choice of Language for African Creative Writers." English Linguistics Research 7, no. 2 (June 18, 2018): 46. http://dx.doi.org/10.5430/elr.v7n2p46.

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Language issue has been considered as a major problem to Africa. The continent has so many distinct languages as well as distinct ethnic groups. It is the introduction of the colonial languages that enable Africans to communicate with each other intelligibly: otherwise, Africa has no one central language. Among the colonial languages are English, French, Arabic and Portuguese which today serve as lingua franca in the mix of multiple African languages. Based on that, there is a serious argument among African critics about which language(s) would be authentic in writing African literature: colonial languages which serve as lingua franca, or the native indigenous languages. While some postcolonial African creative writers like Ngugi have argued for the authenticity and a return in writing in indigenous African languages, avoiding imperialism and subjugation of the colonisers, others like Achebe are in the opinion that the issue of language should not be the main reason in defining African literature: any languagecan be adopted to portray the lifestyles and peculiarities of Africans. The paper is therefore, designed to address the language debate among African creative writers. It concludes that although it is authentic to write in one’s native language so as to meet the target audience, yet many Africans receive their higher education in one of the colonial and/or European languages; and as such, majority do not know how to write in their native languages. Rather, they write in the imposed colonial languages in order tomeet a wider audience. Not until one or two major African languages are standardised, taught in schools, acquired by more than 80 per cent of Africans and used as common languages, the colonial languages would forever continue to have a greater influence in writing African literature. The paper recommendes that Africans should have one or two major African languages standardised, serving as common languages; also African literature should be written in both colonialand African languages in order to avoid the language debate by creative African writers.

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Adeyeye, Biliamin Adekunle, and Jon Mason. "Opening Futures for Nigerian Education – Integrating Educational Technologies with Indigenous Knowledge and Practices." Open Praxis 12, no. 1 (March 31, 2020): 27. http://dx.doi.org/10.5944/openpraxis.12.1.1055.

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This paper highlights some key historical perspectives and antecedents of African Indigenous knowledge (AIK) and practices while identifying ‘open’ futures and opportunities for the application of digital technologies for educational opportunities that build on this cultural base. The role and negative impact of colonialism in the under-development of AIK is examined in this context together with the impact of post-colonial and contemporary corruption in further undermining the value of Indigenous knowledge systems. Two key concepts are identified as a counterpoint to this: the resilience of AIK and ‘local wisdom’ and the openness underpinning much of the ongoing digital revolution. This natural alignment can help guide the integration of Indigenous-based knowledge and practices and the deployment of open and distance learning in the re-birth of African Indigenous Knowledge Systems (AIKS). Openness is a pivotal concept here for it is integral to both the architecture of the Web and in its ongoing evolution. Given the identified opportunities associated with digital technology, and despite the challenges, it is argued that there is an unequivocal need for AIKS to explore the advantages of open education resources and practices in promoting this rebirth that is also consistent with modern science and technologies in Africa and beyond.

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Dissertations / Theses on the topic "African indigenous education"

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Diop, Ousmane. "Decolonizing Education in Post-Independence Sub-Saharan Africa: The Case of Ghana." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385073171.

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Daun, Holger. "Childhood learning and adult life : the functions of indigenous, islamic and western education in an African contest /." Stockholm : University of Stockholm, Institute of international education, 1992. http://catalogue.bnf.fr/ark:/12148/cb35835815h.

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Banda, Dennis. "Education for All (EFA) and 'African Indigenous Knowledge Systems (AIKS)' : the case of the Chewa People of Zambia." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10525/.

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This research is an investigation of whether 'African Indigenous Knowledge Systems (AIKS)' can enhance the achievement of Education for All (EFA) with particular reference to the Chewa people of Zambia. The study raises challenges that many countries have experienced in their effort to achieve EFA. Among the Chewa people of Zambia, quality, relevance and credibility of the education are some of the reasons affecting the provision of education to all. This research has argued that formal schooling education, in its current form may not be the right vehicle to deliver EFA goals. The research has proposed alternative forms of knowledge that could be hybridized with the formal schooling education to address some of the challenges identified. The research has tried to re-appropriate some Chewa AIKS to theorize curriculum and pedagogy reforms that could enhance the achievement of the EFA goals. I have used qualitative research methodology in the study. The respondents in this study were drawn from two areas of community of practice i.e. the Chewa traditional chiefs and elders as perceived custodians of the Chewa AIKS and the educationists, as implementers of education programs and policy and curriculum designers. Key issues identified by this research include the following: that a replacement of the formal schooling education by the AIKS is not an answer to the current challenges facing the provision of meaningful education to all; that through consultations, and co-ordination by all stakeholders and research in AIKS and formal schooling education, either system would shed off elements perceived as barriers to EFA; and be hybridized to complement each other to enhance the achievement of EFA goals; that the formal schooling education should not be considered to be superior to informal and non-formal education systems, but that all are critical components in this quest. Theories and frameworks of hybridization of forms of knowledge/education have been considered in this research. I have argued that hybridizing AIKS with the formal schooling system will only become significant if an economic value is added to the AIKS through some mechanisms put in place. The practical skills embedded in AIKS could foster career building, entrepreneurship and apprenticeship if linked to the money economy of employment and wealth creation. I have argued that there may be need to establish opportunities for AIKS holders to be accredited within the National Qualification Framework and policy framework on AIKS be enacted to regulate and protect IK, and guide the hybridization process. The study highlights three main frameworks on the hybridization of the AIKS and the formal schooling curriculum: (1) Mainstreaming/ Incorporation/ Integration/ infusion of the AIKS into the formal school curriculum. (2) Establishing IK as a core subject with a structure similar to those of other core subjects in the curriculum. (3) Teaching AIKS as a component of the seven official Zambian languages that are taught in schools.

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Nkosi, A. D. "Modern African classical drumming : a potential instrumental option for South African school Music curriculum." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/43292.

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The Curriculum and Assessment Policy Statement or CAPS (which is the modified extension of the National Curriculum Statement policy), Music learning area, gives an option for Music learners to follow the Indigenous African Music (IAM) stream. This caters for them to be examined in African instruments. Currently, there are no available prescribed instrumental curricula in any IAM instrumental practices that learners can follow should they choose the IAM stream. Therefore, this research was prompted by the need for graded curriculum in IAM instruments for Music learners at the Further Education and Training (FET) level. This quantitative research focuses on the incorporation of contemporary African instrumental music practices in the modern Music curriculum as demanded by current trends, multiculturalism and multi‐ethnic societies with their emerging modern culture which to an extent nevertheless still embrace old traditions. The research is underpinned by the theoretical framework of multicultural music education. This study comprises two sections. Section one analyzes the dilemma that the South African Music curriculum faces when incorporating indigenous African instruments for examination at FET level and poses questions on how and which instrumental practices can be part of the possible solution. It revisits the epistemology of traditional African drumming and investigates how some of the traditional drumming practices have changed and are practised in the contemporary context. Section two introduces a contemporary African instrumental practice whose development is rooted in the generic traditional idioms of African drumming. This contemporary drumming style is not tied to a specific ethnic group but rather a creative continuum of African traditional drumming. This practice is explored as a potential instrumental option for the South African Music curriculum (IAM stream); through conducting of training workshops, progress survey and the evaluation of the implementation process of the pilot graded model curriculum. Lastly, pedagogical instructions on teaching, learning and evaluation of this contemporary drumming practice are provided.
Thesis (DMus)--University of Pretoria, 2013.
lk2014
Music
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Sigudla, Malefeu Maria. "An investigation into the language preferences of prospective teachers who specialise in English and an African language." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1708.

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Thesis (M. Ed. (Language Education)) -- University of Limpopo, 2016
Several studies have investigated the contentious issue of language preference in the education domain, particularly in South Africa. African indigenous languages seemed to be overlooked as well in the country. As one of the scarce skills subjects, the Department of Education (DoE) developed a strategy to curb the decline of African indigenous languages by introducing Funza Lushaka Bursary Scheme. This research study sought to investigate language preferences of student teachers who specialise in English and an African language (Sepedi, TshiVenda and Xitsonga) for future employment among third and fourth year language student teachers. My assumption was that these language teachers have been in the teaching practice, hence their preference might be instigated by their experience in teaching. A purposive sampling using semi-structured interviews was selected for this study. Furthermore, a research journal and a voice recorder were used during the research interviews. The research findings illustrated that majority of participants (70%) preferred to teach African indigenous languages while the remaining percentages preferred to teach English at their future schools. These showed a promising future for the indigenous languages for being promoted and sustained. However, their preference of a particular language over the other was founded on different individual motivation or interest. It was also found that Funza Lushaka Bursary Scheme served as a motivational component for producing student language teachers. These findings provide valuable information for promoting and sustaining African indigenous languages

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Sawula, Sabelo. "Incorporating indigenous African languages in higher education: Student attitudes towards learning materials in isiXhosa at the University of the Western Cape." The University of the Western Cape, 2017. http://hdl.handle.net/11394/5809.

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Magister Artium - MA
There have been extensive studies conducted on the language attitudes of students or their parents at primary, secondary as well as tertiary levels of education in South Africa. Many scholars have found that African language speakers hold negative attitudes towards their own languages (De Klerk, 2000; Barkhuizen, 2002; Dyers, 1999; and Conduah, 2003). This is rather unfortunate, given the several constitutional and other policy provisions in South Africa promoting multilingual education (see Constitution, 1996; Language-in-education policy, 1997; Higher education language policy, 2002; UWC language policy, 2003). These negative attitudes have been attributed to a number of factors by scholars (see Kamwangamalu, 2000; Somhlahlo, 2009; Alexander 2004).

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Hamuse, Tiberia Ndanyakukwa Iilonga. "The survival of Cuanhama San communities in Angola." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/11202.

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This study investigated the survival strategies adopted by the San in Cunene Province in Southern Angola. The study intended first to gain understanding of the economic activities that the San in Cuanhama municipality districts of Kafima Centre and Etale La Mulovi employ to sustain their livelihoods. Secondly, the study explored how accessible the basic social services of education and health were to the San in these communities. Utilising qualitative research methods, face-to-face interviews and focus group research were conducted. From the data collected on education the study findings show that none of the children from both communities were enrolled at any school. To this end, at Kafima Centre the main hindering factors that contributed inter alia included hunger at school, stigmatization by the neighbouring community and poverty among San communities. At Etale La Mulavi San community there was lack of educational facilities near the San habitations, constituting a key hindering factor to accessing education. On health, the closer the public health centre was to the San community the more the San utilised the health services for treatment and management of common diseases like Malaria and cough as well as other diseases. On survival strategies both San communities “okunhanga” ‘go.. and look for..’ (fending for food) was the primary survival strategy the San were involved in for the sustenance of their livelihoods. The findings informed the recommendations in chapter five of this study.

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Hanisi, Nosipho. "Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008372.

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This study examines learning interactions around indigenous ways of knowing associated with fermented grain foods (the making of umqombothi) and the concept of alcoholic fermentation in the Grade 11 Life Sciences curriculum. As an environmental education study it also investigates the cultural significances of the fermented grain food and how learners might make better lifestyle choices. The inclusion of indigenous ways of knowing in the Life Sciences curriculum (FET band) created spaces and opportunities for the use of both knowledge's in sociocultural context and the structured propositions of the learning area in order to construct knowledge. This stimulated learners' understanding of fermentation and also led to a valuing of social context as well as the cultural capital embedded in the indigenous ways of knowing. The study suggests that parental involvement contributed to this valuing of intergenerational ways of knowing. Learners also deliberated how colonial interpretations of Nguni culture and the religious beliefs of Christians had served to marginalise and foster a widening urban rejection of isiXhosa cultural practices related to fermented foods. In their learning and discussion, learners developed new insights and respect for isiXhosa fermentation practices (ukudidiyela) that bring out the food value and nutrition in the grain. The data illustrates that lesson activity that drew on relevant Learning Outcomes and Assessment Standards to integrate Indigenous Knowledge practices in a Life Sciences learning programme, served to enhance learner understanding of alcoholic fermentation. They also document a revaluing of cultural heritage and learners bringing up the problem of alcohol abuse in the community. Curriculum work with Indigenous Knowledge thus not only assisted learners to grasp the science but to use this alongside a valued cultural knowledge capital to deliberate and act on a local concern.

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Ogechi, Nathan Oyori. "Publishing in Kiswahili and indigenous languages for enhanced adult literacy in Kenya." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91659.

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This paper argues a case for the preparation of reading materials in Kiswahili and other African languages in order to enhance adult education in Kenya. Adult education clientele are defined as those aged over 15 who (a) were either never enrolled in primary schools or dropped out before completing and (b) `graduated` and currently participate in community extension services. Cognisance of mothertongues as the best languages to begin basic literacy is taken. However, since the literacy so acquired should be useful to the individual at both local and national levels, one needs Kiswahili for wider communication. Therefore, reading materials, especially for post literacy and adult literacy teacher training should be in Kiswahili. This will not only guard against relapsing to illiteracy and misinformation but will also alleviate the scarcity of reading materials in the face of hard economic times in Kenya.

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Kalinde, Bibian. "Cultural play songs in early childhood education in Zambia : in and outside of classroom practice." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60369.

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Cultural play songs are a world wide phenomenon in which children participate. The current research explored settings where such cultural play songs occur; both in and outside of pre-schools. Despite the availability of play songs in most cultural contexts, combined with children's natural inclination to be actively involved in playing and singing games, these cultural assets are generally not considered as a pedagogical tool in Early Childhood Education (ECE). Therefore, the aim of this research was to investigate the pedagogical significance of cultural play songs found in and outside of pre-schools for ECE. In this study, I investigated how play songs take place in both settings in order to reveal commonalities and differences so that, when taken together, this knowledge would enhance the understanding of how educators could optimally use play songs in ECE contexts. An ethnographic research design was conducted within a qualitative paradigm, incorporating non-participant observation, complete participant observation, video recordings, and face-to-face interviews. For the first part of data collection within pre-school settings, participants included thirty teachers from twenty pre-schools in seven provinces of Zambia. During the second part of data collection in a simulated out of school setting, participants included eighteen pre-school children and an expert on cultural play songs. This resource person facilitated sixteen cultural play song sessions in which the children and I actively participated. Video recordings were made of all cultural play song activities in both settings, supporting non-participant as well as complete participant observasions. This empirical data provided evidence regarding the pedagogical value of play songs as a cultural resource. As a result, play songs were collected in order to be preserved and promoted for future use in ECE, thus defying the simplistic view that they are mere entertainment. By drawing on Vygotsky's socio-cultural learning theory and African traditional education perspectives as theoretical framework, the study equally makes a scholary contribution towards play songs as a valuable indigenous tool for teaching and learning in ECE. The results of the study indicate the following concerning cultural play songs: Firstly, there is limited to non use of these songs in Zambian pre-schools compared to English rhymes and Sunday school songs; secondly, they are not currently considered as valid resources for teaching and learning; and thirdly, their use in ECE depends on the teacher's knowledge, skills and perceptions, as well as on the attitudes of school administration and parents. Recommendations are made for flexible methodologies which nurture linkages between music practice in and outside of school settings. Play songs as cultural resources support teacher and learner interactions in musically and playfully stimulated environments.
Thesis (DMus)--University of Pretoria, 2016.
Music
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Books on the topic "African indigenous education"

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Abidogun, Jamaine M., and Toyin Falola, eds. The Palgrave Handbook of African Education and Indigenous Knowledge. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38277-3.

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Kruss, Glenda. Adult education and transformation: The case of African indigenous churches in South Africa. [S.l: The Author], 1992.

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Hilliard, Asa G. African power: Affirming African indigenous socilization in the face of the culture wars. Gainesville, Fla: Makare Pub., 2002.

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Mosha, R. Sambuli. The heartbeat of indigenous Africa: A study of the Chagga educational system. New York: Falmer Press, 1999.

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Raum, Otto Friedrich. Chaga childhood: A description of indigenous education in an East African tribe. Hamburg: LIT, 1996.

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Daun, Holger. Childhood learning and adult life: The functions of indigenous, Islamic and western education in an African context. Stockholm: Institute of International Education, Stockholm University, 1992.

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East African Symposium on Music Education (1st 2005 Kenyatta University). Refocusing indigenous music in music education: Proceedings of the East African Symposium on Music Education : held at Kenyatta University, May 16th-18th 2005. Nairobi, Kenya: Dept. of Music and Dance, Kenyatta University and Emak Music Services, 2005.

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Ezeanya-Esiobu, Chika. Indigenous Knowledge and Education in Africa. Singapore: Springer Nature, 2019.

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Ezeanya-Esiobu, Chika. Indigenous Knowledge and Education in Africa. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6635-2.

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Ocitti, Jakayo Peter. An introduction to indigenous education in East Africa. Germany: Institute for International Cooperation of the German Adult Education Association, 1994.

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Book chapters on the topic "African indigenous education"

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Wane, Njoki Nathani. "African Indigenous Education." In Gender, Democracy and Institutional Development in Africa, 99–121. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11854-9_5.

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Shizha, Edward. "Reclaiming Indigenous Cultures in Sub-Saharan African Education." In Indigenous Education, 301–17. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_15.

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Ukpokodu, Peter. "African Theatre as Indigenous Education." In The Palgrave Handbook of African Education and Indigenous Knowledge, 245–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38277-3_12.

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Wane, Njoki, Rose Ann Torres, and Dionisio Nyaga. "African Indigenous Governance from Spiritual Lens." In Handbook of Indigenous Education, 1–15. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1839-8_45-1.

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Obiokor, Paul. "Art Education." In African Indigenous Knowledge and the Disciplines, 99–111. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-770-4_10.

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Wane, Njoki, Rose Ann Torres, and Dionisio Nyaga. "African Indigenous Governance from a Spiritual Lens." In Handbook of Indigenous Education, 293–307. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-3899-0_45.

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7

Coe, Cati. "African Indigenous Knowledge, African State Formation, and Education." In The Palgrave Handbook of African Education and Indigenous Knowledge, 215–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38277-3_10.

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Wane, Njoki N., and Ishmael I. Munene. "African Indigenous Education in Kenyan Universities." In International Handbook of Holistic Education, 319–27. New York : Routledge, 2019: Routledge, 2018. http://dx.doi.org/10.4324/9781315112398-40.

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Mianda, Gertrude. "Central African Education: Indigenous to Western." In The Palgrave Handbook of African Education and Indigenous Knowledge, 185–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38277-3_8.

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Torres, Rose Ann. "Transforming Indigenous Curriculum in the Philippines through Indigenous Women’s Knowledge and Practices." In Inclusive Education in African Contexts, 173–89. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-803-7_12.

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Conference papers on the topic "African indigenous education"

1

Fankah-Arthur, Hilda, and Cora Weber-Pillwax. "THE INFLUENCE OF AFRICAN INDIGENOUS KNOWLEDGE ON BLACK AFRICAN IMMIGRANT STUDENT IDENTITIES: EDUCATION AND THE ROLE OF STUDENTS, ACADEMIA AND GOVERNMENT IN MULTICULTURAL EDUCATION." In 9th Teaching & Education Virtual Conference, Prague. International Institute of Social and Economic Sciences, 2020. http://dx.doi.org/10.20472/tec.2020.009.002.

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Ngcoza, Kenneth Mlungisi. "NEGOTIATING BOUNDARY CROSSING FROM TRADITIONAL OR INDIGENOUS KNOWLEDGE TO MODERN WESTERN SCIENCE: A SOUTH AFRICAN XHOSA PERSPECTIVE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0456.

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J. Maluleka, Khazamula. "Indigenous African philosophy of Ubuntu as a foundation for a conducive environment for a culturally responsive teaching and learning." In International Conference on New Trends in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/ntte.2019.09.498.

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