Abstract
Indigenous knowledge is an emerging theme in humanistic scholarly conversations. Therefore, the purpose of this study was to present a global perspective of teaching practices related to indigenous knowledge in the Library and Information Science (LIS) field as it lends itself to a humanistic approach. The aim was to identify how indigenous knowledge is integrated into the LIS curriculum. Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology was used to review the literature. Key findings revealed that integrated teaching practices and indigenous knowledge are still emerging topics at LIS schools. The study recommends academics from LIS schools earnestly contribute to global literature by sharing their knowledge on teaching practices 'vis-a-vis' indigenous knowledge. Globally, this would ensure LIS academics tread common ground in integrating indigenous knowledge into the curriculum by using appropriate teaching practices. Ultimately, developing future LIS graduates as custodians of indigenous knowledge in industry.
TopIntroduction
Globally, higher education institutions have been key drivers of societal, political and economic change (De Wit & Altbach, 2020). Historically, the blueprint that drove these changes at higher education institutions emanated from Western ideologies. The rich knowledge that existed in less privileged higher education institutions of the world was suppressed within curriculums dictated through colonial idiosyncrasies (Davids & Waghid, 2021). Decades were spent in this fashion wherein a colonial approach mandated what was taught, learned and researched in previously disadvantaged higher education institutions. Colonialism is defined as the domination of one group of people over another in terms of territory, jurisdiction, culture, language, education, and economy (Murrey, 2020). Today, the after effects of colonialism within previously disadvantaged higher education systems still exist (Patel, 2021). This reverberates subtly in the type of curriculums being designed at higher education institutions with limited focus on localizing teaching, learning, and research. However, Mayblin and Turner (2020) posit that curriculum change is imminent as scholars are vigorously addressing disparities that historically underpinned higher education systems juxtapose colonialism. Therefore, the term decolonization cannot be overstated. Decolonization challenges and addresses injustices of the past (Ghosh et al, 2021). The decolonized approach is resolute in localizing education in previously disadvantaged tertiary institutions, globally. Further, according to Cross (2020), decolonization adopts a retrospective approach. It aims to contextualize teaching, learning and research to suit the needs of previously disadvantaged communities. It also creates opportunities to benchmark and learn from other higher education systems on a global scale. Thus, decolonization has the potential to create cutting-edge social, economic and political independence from first-world superpowers.
Currently, at higher education institutions, there is also a process wherein curriculums are being decolonized to suit workplace graduate outcomes as needed in local industries (Ramnund-Mansingh & Reddy, 2021). One such field wherein decolonization has prominently featured is Library and Information Science (LIS). Within the LIS sector, topics attached to a decolonized approach include critical pedagogy, open access, digital preservation, intellectual property, open educational resources, and knowledge management (Masenya, 2022). However, a topic that far supersedes any other in the LIS field is indigenous knowledge. Library and Information Science experts are honing into indigenous knowledge and the role of libraries in preserving this vital resource. Worldwide, there is an emphasis on the LIS sector and its role in protecting and preserving indigenous knowledge for the benefit of society. Therefore, this subject is topical in nature and is gaining momentum within the LIS field.
Key Terms in this Chapter
Teaching Practices: Effective methods used by teachers to facilitate learning and prepare students for a specific industry.
Academic Integration: Combining students’ academic learning experiences and intellectual developments over a period thereby connecting theory to practice in preparation for work.
Indigenous Knowledge: Native societies transfer their experiences using verbal and written mediums of communication through generations related to beliefs, practices, and culture.
Colonialism: Political and economic oppression of one group of people over another.
Decolonization: The process of gaining social, political, and economic independence from a colonial power.
Digital Preservation: Providing access to sources of knowledge and information using both hardware and software.