This book argues that ancient and modern African indigenous knowledges remain key to Africa’s role in global capital, technological and knowledge development and to addressing her marginality and postcoloniality. The contributors engage the unresolved problematics of the historical and contemporary linkages between African knowledges and the African academy, and between African and global knowledges. The book relies on historical and comparative political analysis to explore the global context for the application of indigenous knowledges for tackling postcolonial challenges of knowledge production, conflict and migration, and women’s rights on the continent in transcontinental African contexts. Asserting the enduring potency of African indigenous knowledges for the transformation of policy, the African academy and the study of Africa in the global academy, this book will be of interest to scholars of African Studies, postcolonial studies and decolonisation and global affairs.

This book is an intellectual journey into epistemology, pedagogy, physics, architecture, medicine and metallurgy. The focus is on various dimensions of African Indigenous Knowledge (AIK) with an emphasis on the sciences, an area that has been neglected in AIK discourse. The authors provide diverse views and perspectives on African indigenous scientific and technological knowledge that can benefit a wide spectrum of academics, scholars, students, development agents, and policy makers, in both governmental and non-governmental organizations, and enable critical and alternative analyses and possibilities for understanding science and technology in an African historical and contemporary context.

South Africa’s recent higher education protests around fees and decolonizing institutions have shone a spotlight on important issues and inspired global discussion. The educational space was the most affected by clashes between languages and ideas, the prioritizing of English and Afrikaans over indigenous African languages, and the prioritizing of Western medicine, literature, arts, culture, and science over African ones. Ethical Research Approaches to Indigenous Knowledge Education is a cutting-edge scholarly resource that examines forthcoming methodologies and strategies on educational reform and the updating of curricula to accurately reflect cultural shifts. The book examines the bias and problems that bias creates in educational systems around the world that have been dominated by Western forms of knowledge and scientific processes. Featuring a range of topics such as andragogy, indigenous knowledge, and marginalized students, this book is ideal for education professionals, practitioners, curriculum designers, academicians, researchers, administrators, and students.

This book explores the role of the social and natural sciences in supporting the development of indigenous knowledge systems. It looks at how indigenous knowledge systems can impact on the transformation of knowledge generating institutions such as scientific and higher education institutions on the one hand, and the policy domain on the other.

Following the increasing emphasis in the classroom and in the field to sensitize researchers and students to diverse epistemologies, methods, and methodologies - especially those of women, minority groups, former colonized societies, indigenous people, historically oppressed communities, and people with disabilities, author Bagele Chilisa has written the first research methods textbook that situates research in a larger, historical, cultural, and global context with case studies from around the globe to make very visible the specific methodologies that are commensurate with the transformative paradigm of research and the historical and cultural traditions of indigenous peoples. Chapters cover the history of research methods, colonial epistemologies, research within postcolonial societies, relational epistemologies, emergent and indigenous methodologies, Afrocentric research, feminist research, language frameworks, interviewing, and building partnerships between researchers and the researched. The book comes replete with traditional textbook features such as key points, exercises, and suggested readings, which makes it ideally suited for graduate courses in research methods, especially in education, health, women's studies, cultural studies, sociology, and related social sciences.

Africa's contributions to global technological advancements are often overlooked, with many scholars claiming that the continent has yet to contribute significantly to digital technology. This misconception stems from a need for more understanding and recognition of Africa's indigenous knowledge and its role in shaping the modern world. The education curriculum inherited from colonialism must differentiate Africa's values and culture from Western ideals, leading to a devaluation of Africa's mineral wealth in technological advancements. Additionally, the impact of historical events such as the Atlantic slave trade and colonialism on Africa's indigenous knowledge remains largely unexplored, further contributing to the misunderstanding of Africa's technological contributions. Contributions of Africa's Indigenous Knowledge to the Wave of Digital Technology: Decolonial Perspectives offers a comprehensive exploration of Africa's indigenous knowledge and its crucial role in the Fourth Industrial Revolution (4IR). By taking a decolonial perspective and examining the literature on African Studies, the book aims to shed light on Africa's significant contributions to digital technology. Through a qualitative research design and an exploratory approach, the book will collect and analyze data from secondary sources to showcase Africa's rich technological advancements and history of innovations.

Various pedagogies, such as the use of digital learning in education, have been used and researched for decades, but many schools have little to show for these initiatives. This contrasts starkly with technology-supported initiatives in other fields such as business and healthcare. Traditional pedagogies and general digital technology applications have yet to impact education in a significant way that transforms learning. A primary reason for this minimal impact on learning is that digital technologies have attempted to make traditional instructional processes more efficient rather than using a more appropriate paradigm for learning. As such, it is important to look at digital technology as a partner and use transformative applications to become partners with students (not teachers) to empower their learning process both in and out of school. The Handbook of Research on Transformative and Innovative Pedagogies in Education is a comprehensive reference that identifies and justifies the paradigm of transformative learning and pedagogies in education. It provides exemplars of existing transformative applications that, if used as partners to empower student learning, have the potential to dramatically engage students in a type of learning that better fits 21st century learners. Covering topics such as gamification, project-based learning, and professional development, this major reference work is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, educational administration and faculty, researchers, and academicians seeking pedagogical models that inspire students to learn meaningfully.