The Workings of African Indigenous Education

• In Event: Contemporary Research Perspectives on African Transformative Education

Abstract

Purpose
The purpose of this paper is to share contemporary research perspectives on how African indigenous education fostered student successful learning and personal development as well as community development. In the presentation, I will discuss perspectives on formal and informal aspects of African indigenous education and its continuation in formal education. In particular, the paper highlights perspectives on values of respect, reciprocity, communalism, and collective responsibility that serve to foster student self-discipline and strong work ethic. I delineate specific ideas and their application in U.S. school settings.

Theoretical Perspectives

Today multicultural scholars contend that educators in multicultural and urban schools need to embrace a communal pedagogical framework so that they can effectively engage in culturally responsive teaching (Gay, 2010; Ladson-Billings, 2001; 2009). This paper draws on theoretical perspectives of African indigenous education and culturally responsive education. African scholars have argued that African peoples and communities had sophisticated educational system for fostering the citizenship development of the young (Achebe, 1958; 2010; Fafunwa, 1978 Mbiti, 1990). African traditional education may refer to ways of teaching and learning in Africa which are based on indigenous knowledge accrued by Africans over extensive periods of time in reaction to their diverse environmental, political, physical and socio-cultural challenges. Moumouni (1968) articulates how pre-colonial educational settings were generally highly effective in citizenship development:
The effectiveness of this education was possible because of its very close
relationship with life. It was through social acts (production) and social
relationships (family life, group activities) that the education of the child
or adolescent took place, so that he [she] was instructed and educated
simultaneously (p. 29).

Methods/Data Source
The paper is more a conceptual and literary analysis of African indigenous education. It utilized literary and historical documents to examine the role and practices of indigenous education with some personal, firsthand knowledge.

Results/Conclusions
The paper highlights perspectives on values of respect, reciprocity, communalism, and collective responsibility that serve to foster student self-discipline and strong work ethic; the use of pedagogical tools such as storytelling as an instructional practice and content; Use of Proverbs to stimulate thinking and learning motivation; songs and African art to foster creativity, literacy and mathematical abilities; moral training and self-discipline..
Scholarly or Scientific Significance
American schools, especially urban schools, are searching for perspectives for rethinking education and schooling in urban contexts. There is a lot that can be learned from African indigenous education and school practices.

Author

• Peter Ukpokodu, The University of Kansas