Decolonizing the Curriculum: Integrating Indigenous Knowledge Systems in Higher Education
Keywords:
decolonization, indigenous knowledge systems, curriculum transformation, higher educationAbstract
This article examines the integration of Indigenous Knowledge Systems (IKS) into higher education curricula in South Africa as a critical component of decolonization efforts. Drawing on postcolonial theory and indigenous epistemologies, this study explores the theoretical foundations, practical methodologies, and institutional challenges associated with curriculum transformation. Through a comprehensive literature review and analysis of existing decolonization initiatives, this research identifies three key dimensions: epistemological reconstruction, pedagogical innovation, and institutional transformation. The findings reveal that successful integration of IKS requires fundamental shifts in knowledge validation processes, teaching methodologies, and institutional structures. However, significant barriers persist, including resistance to change, resource limitations, and the complexities of authentically representing diverse indigenous worldviews. This article contributes to ongoing debates about epistemic justice in African higher education by proposing a framework for meaningful curriculum decolonization that honors indigenous knowledge while maintaining academic rigor. The study concludes that decolonizing curricula is not merely about content addition but requires a fundamental reimagining of what constitutes legitimate knowledge in academic spaces.
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