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Periodical article Periodical article Leiden University catalogue Leiden University catalogue WorldCat catalogue WorldCat
Title:Indigenizing knowledge for development: epistemological and pedagogical approaches
Author:Oppong, Seth
Year:2013
Periodical:Africanus (ISSN 0304-615X)
Volume:43
Issue:2
Pages:34-50
Language:English
Geographic term:Africa
Subjects:indigenous knowledge
higher education
pedagogy
epistemology
Abstract:Because of the relevance of indigenous knowledge for development, this paper outlines an approach for modifying the current epistemology and pedagogy applied in teaching, learning and research. Economic progress is most likely to occur in societies that succeed in linking their knowledge base to innovation systems. The author proposes that the African scholar should adopt a problem-oriented approach in conducting research as opposed to the current method-oriented approach that prevents the African from examining pertinent African problems. Pedagogy should also change from single-loop learning to double-loop learning. In single-loop learning, assumptions underlying western theories and concepts are not challenged for their inherent bias. Single-loop learning, therefore, stunts or stifles intellectually stimulating discourse or exchanges, which breeds in students an attitude of unquestioningly accepting any given or received knowledge. In addition, the training of African scholars and modes of knowledge dissemination need to be revised by educating them on how to apply critical theory to screen imported knowledge. African universities should rely less on publications in international journals as the criterion for staff promotion and more on publications in domestic journals, staff contribution to solving African problems, and the number of postgraduates successfully supervised. Bibliogr., sum. [Journal abstract, edited]
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