Using Uganda’s Baganda Bundle and Kenya’s Maasai Beadwork to Reconceptualize Curriculum in Former Colonies

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Diasporas of Justice: Rethinking Knowledge Systems to Challenge Power (Table 24)

Abstract

This narrative inquiry sketches the contours of the Baganda of Uganda bundle (akaganda) and the Maasai of Kenya beadwork concepts (Eripare oo isayen) to rethink the school curriculum using concepts integral to indigenous ways of knowing. This study purposely sampled two participants who were simultaneously researchers. The decolonial theory is the lens through which Baganda's bundle weaving and Maasai's beading were viewed. The results reveal that in efforts by former colonies to innovate their curriculums, indigenous ways of knowing, leadership, and practice are excluded in the name of modernity. Thus, the study advocates bundling and beading back native roots through indigenous ways of knowing.

Author

• Gonzaga Mukasa, Texas Tech University