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An Afrocentric Perspective on Knowledge: Finding a Middle Ground Between the Indigenous and Cosmopolitan Pedagogies

An Afrocentric Perspective on Knowledge: Finding a Middle Ground Between the Indigenous and Cosmopolitan Pedagogies

Tebello Tlali
Copyright: © 2023 |Pages: 14
ISBN13: 9781668469958|ISBN10: 1668469952|ISBN13 Softcover: 9781668469996|EISBN13: 9781668469965
DOI: 10.4018/978-1-6684-6995-8.ch001
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MLA

Tlali, Tebello. "An Afrocentric Perspective on Knowledge: Finding a Middle Ground Between the Indigenous and Cosmopolitan Pedagogies." Fostering Diversity and Inclusion Through Curriculum Transformation, edited by Cily Elizabeth Mamatle Tabane, et al., IGI Global, 2023, pp. 1-14. https://doi.org/10.4018/978-1-6684-6995-8.ch001

APA

Tlali, T. (2023). An Afrocentric Perspective on Knowledge: Finding a Middle Ground Between the Indigenous and Cosmopolitan Pedagogies. In C. Tabane, B. Diale, A. Mawela, & T. Zengele (Eds.), Fostering Diversity and Inclusion Through Curriculum Transformation (pp. 1-14). IGI Global. https://doi.org/10.4018/978-1-6684-6995-8.ch001

Chicago

Tlali, Tebello. "An Afrocentric Perspective on Knowledge: Finding a Middle Ground Between the Indigenous and Cosmopolitan Pedagogies." In Fostering Diversity and Inclusion Through Curriculum Transformation, edited by Cily Elizabeth Mamatle Tabane, et al., 1-14. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6995-8.ch001

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Abstract

Central to education is the development and dissemination of knowledge even in the context of the COVID-19 pandemic. However, such knowledge has to be relevant and in harmony with the context for which it is meant. The contention in this chapter is that in the age of fourth generation, Afrocentric knowledge should still form a foundation upon which African education is transformed. Innately related to Afrocentric education is the African indigenous knowledge system (AIKS), which represents the totality of all knowledge and practices used to manage the indigenous socio-economic, spiritual, and ecological facets of life. Based on a critical literature review, this chapter sought to foster diversity and inclusion by providing an Afrocentric conceptualisation of knowledge and pedagogy and finding a middle ground between indigenous and cosmopolitan pedagogies as a backdrop for curriculum transformation.

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