Re-imagining indigenous knowledge and practices in 21st century Africa : debunking myths & misconceptions for conviviality and sustainability / edited by Tenson Muyambo, Anniegrace M. Hlatywayo , Pindai M. Sithole and Munyaradzi Mawere

Includes bibliographical references

Cover Title page Copyright page Editors and Contributors Contents Preface Chapter 1 Debunking Myths, Misinterpretations and Misrepresentations: An Introduction Introduction Whose Reality Counts? Summary of Chapters in the Volume References Chapter 2 Decolonizing Spaces of Inquiry: Indigenous Research and Engagement without the Colonial Matrix of Power Abstract Introduction Theoretical framework Why indigenous research methods are important Some indigenous approaches to research Conclusion References Chapter 3 Indigenous Knowledge Across the Curriculum in the Global South: An Epistemic and Cognitive Shifting Process Abstract Introduction What is IK? Cognitive shifting Epistemic shift IK in and across the disciplines Politics of the curriculum and effects on society Indigenizing the higher education curriculum: some examples Conclusion References Chapter 4 Towards the Implementation of African Indigenous Mathematical Practices into the Mathematics Curriculum in Southern Africa Abstract Introduction Education for Sustainable Development and Global Citizenship Mathematics as a Tool for Sustainable Development Theoretical Framework Methodology Samples and sampling procedures Data collection procedure Findings and Discussions Income Generation and Poverty Alleviation through Basket and Mat Weaving Mathematising a traditional Tswana dance The mathematical demand of the context Analysis of the group work tasks Other concepts to be taught using the cultural dance Learners' perspectives on the connection between school mathematical knowledge and cultural activities Conclusion References Chapter 5 Challenges in Implementing the Competence-based Curriculum in Zimbabwe: Peeping through the African Indigenous Education Philosophy Lenses Abstract Introduction Background Conceptual Framework: The Philosophical Underpinnings of African Indigenous Education Systems Research Questions Research Methodology In-depth Key Informant Interviews (KIIs) Research Findings and Discussion Teacher competences and the Competence-based School Curriculum Large class sizes and pedagogical approaches Incompatible School Infrastructure and the Competence-based Curriculum Conclusions Recommendations References Chapter 6 The Nhimbe practice as a community multi-disciplinary academy among the Shona and Ndebele people of Zimbabwe Abstract Introduction Brief description of Nhimbe practice Profile of nhimbe participants Methods of knowledge and skills transfer and strategic points during nhimbe Some forms of knowledge and skills shared during nhimbe

This book is on the re-imagination of Indigenous Knowledge Systems (IKS) and practices in 21st century Africa