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Embedding Indigenous Knowledge in Library and Information Science Education in Anglophone Eastern and Southern Africa

Embedding Indigenous Knowledge in Library and Information Science Education in Anglophone Eastern and Southern Africa

Patrick Ngulube
Copyright: © 2017 |Pages: 24
ISBN13: 9781522508380|ISBN10: 1522508384|EISBN13: 9781522508397
DOI: 10.4018/978-1-5225-0838-0.ch006
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MLA

Ngulube, Patrick. "Embedding Indigenous Knowledge in Library and Information Science Education in Anglophone Eastern and Southern Africa." Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries, edited by Patrick Ngulube, IGI Global, 2017, pp. 92-115. https://doi.org/10.4018/978-1-5225-0838-0.ch006

APA

Ngulube, P. (2017). Embedding Indigenous Knowledge in Library and Information Science Education in Anglophone Eastern and Southern Africa. In P. Ngulube (Ed.), Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries (pp. 92-115). IGI Global. https://doi.org/10.4018/978-1-5225-0838-0.ch006

Chicago

Ngulube, Patrick. "Embedding Indigenous Knowledge in Library and Information Science Education in Anglophone Eastern and Southern Africa." In Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries, edited by Patrick Ngulube, 92-115. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0838-0.ch006

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Abstract

There is need to re-examine the inclusion or exclusion of indigenous knowledge (IK) in the university curriculum in sub Saharan Africa (SSA). Western scientific knowledge on which the university curriculum in SSA is mainly based has proved to be inadequate in addressing developmental challenges. Using the curriculum of library and information science (LIS) departments in Anglophone east and southern Africa (AESA) as a case study, this chapter focuses on factors that influence the inclusion of IK in higher education in SSA. IK is recognised for its potential contribution to development by organisations such as the World Bank and African Union. Its inclusive ethos and accommodation of multiple realities also accounts for its popularity. In spite of that, IK has not established a stronghold in LIS curriculum in AESA. This study investigates the factors that influence its integration into the curriculum and makes recommendations based on the findings.

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