Paper short abstract:

This paper harvests indigenous knowledge policies and experiences within language and philosophy based departments in selected Nigerian universities. It proposes policy changes and a bi-system curriculum, towards the integration of indigenous knowledge systems within the academy.

Paper long abstract:

A major challenge facing indigenous knowledge systems in general, and African indigenous knowledge systems (AIKS) in particular, is the identification and codification of those elements that can be said to properly constitute the systems, and establishment of modalities for their integration with universal, or modern, knowledge systems. It is not just enough to assert the existence or significance of indigenous knowledge, but rather essential to demonstrate these empirically and methodically, more so in the face of contestations over their validity. Within the context of this paper, it is only when such codification or identification is accomplished that indigenous knowledge systems can be integrated with universal knowledge systems and the associated educational curricular. Such integration within academic curricular is a necessary step towards creating bigger facilities or institutions to advance indigenous knowledge systems.

However, a related challenge is the continued rejection by many African faculties of indigenous sources of knowledge and wisdom. Many African institutions cite 'obsoleteness' and 'the need to move forward' to obstruct the integration of indigenous knowledge systems within their curricular. At faculty levels, such obstructions sometimes take the form of resistance to interdisciplinary cross-fertilisation, especially where such involves partnering with indigenous knowledge systems. For example (and this is not wholly hypothetical), a graduate student attempting to defend a thesis proposal on the use of Yoruba proverbs or other oral philosophical corpora such as the Ifa (divination) corpus in the resolution of conflicts or disputes in African literature might encounter a rather colonial throwback such as: 'why Yoruba proverbs? - this is a department of English!' Yet, the application of Hegelian or Marxian formulations (originally in German), or of Aristotelian or Socratic principles (originally in Greek), attracts no such sanction.

Programmes such as language nesting, bilingual education and inclusive curriculum exist in a number of indigenous knowledge initiative centres in Africa to help build indigenous knowledge capacities. This paper is concerned with language as a veritable source of indigenous knowledge, but also as a medium for the integration of indigenous knowledge and universal knowledge systems within academic curricular. It is well established that official policies do shape popular attitudes. The paper considers experiences within language and philosophy based departments in selected Nigerian universities. It proposes policy changes and a bi-system curriculum as part of efforts to create a subject place for indigenous knowledge systems within the academy.

Paper Download (924 KB)