Editorial
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Dec 31, 2016
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Abstract
The papers in this special edition contribute to our understanding of African indigenous knowledge systems in mental health, African literature, and
education. They also point towards an urgent need to engage critically with the knowledge-power matrix (Quijano 2007) and to introduce new epistemologies and worldviews into our curricula. This calls for an inclusive paradigm that not only recognizes the Other, with whom one needs to engage with on an equal basis (Nabudere 2011), but also the understanding that there are diverse ways to the market place, as Olawole (1997) teaches us. We hereby conclude by calling for an interdisciplinary approach towards the study of African indigenous knowledge systems, as it is evident that AIKS cannot be meaningfully pursued while one is located within one discipline. African universities and African communities in general have a major role to play in developing AIKS so that it becomes part and parcel of global world knowledge. Although AIKS is part of the global dialogue on what constitutes international knowledge, in the first instance, it needs to be salvaged from marginalization, so that it can enter the dialogue about universal knowledge, as an equal partner.
education. They also point towards an urgent need to engage critically with the knowledge-power matrix (Quijano 2007) and to introduce new epistemologies and worldviews into our curricula. This calls for an inclusive paradigm that not only recognizes the Other, with whom one needs to engage with on an equal basis (Nabudere 2011), but also the understanding that there are diverse ways to the market place, as Olawole (1997) teaches us. We hereby conclude by calling for an interdisciplinary approach towards the study of African indigenous knowledge systems, as it is evident that AIKS cannot be meaningfully pursued while one is located within one discipline. African universities and African communities in general have a major role to play in developing AIKS so that it becomes part and parcel of global world knowledge. Although AIKS is part of the global dialogue on what constitutes international knowledge, in the first instance, it needs to be salvaged from marginalization, so that it can enter the dialogue about universal knowledge, as an equal partner.
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Mkhize, N., Ndimande-Hlongwa, N., Nwoye, A., Mtyende, V. L., & Akintola, O. (2016). Editorial. Alternation Journal, (18), 1-11. Retrieved from https://journals.ukzn.ac.za/index.php/soa/article/view/461
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Editorial
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Alternation has copyright of all its publications. In the event of an author wanting to re-publish an article or book review, written permission must be requested from the Editor-in-Chief. The request will be approved, within reason.References
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Quijano, A. 2007. Coloniality and Modernity/ Rationality. Cultural Studies 21,2-3: 168-178.
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Vilakazi, H.W. 1999. The Problem of African Universities. In Makgoba, M.W. (ed.): African Renaissance. Cape Town: Mafube-Tafelberg.
Warren, D.M. 1991. Using Indigenous Knowledge in Agricultural Development. World Bank Discussion Paper No.127. Washington, D.C.: The World Bank.
Zeleza, PT. 2006. The Inventions of African Identities and Languages: The Discursive and Developmental Implications. In Arasanyin, F. & M.A. Pemberton (eds.): Selected Proceedings of the 36th Annual Conference on African Linguistics. Somerville, MA: Cascadilla Proceedings Project.
Flavier, J.M., A. de Jesus Conrado & S. Navarro. 1995. The Regional Program for the Promotion of Indigenous Knowledge in Asia. In Warren, D.M., L.J. Slikkerveer & D. Brokensha (eds.): The Cultural Dimension of Development: Indigenous Knowledge Systems. London: Intermediate Technology Publications.
Kolawole, M.E.D. 1997. Womanism and African Consciousness. Trenton: African World Press.
Markus, H.R. & S. Kitayama 1991. Culture and Self: Implications for Cognition, Emotion and Motivation. Psychological Review 98: 224-253.
Mkhize, N. 2008. Ubuntu and Harmony: An African Approach to Morality and Ethics. In Nicolson, R. (ed.): Persons in Community: African Ethics in a Global Culture. Pietermaritzburg: University of Natal Press.
Mkhize, N. & N. Ndimande-Hlongwa 2014. African Languages, Indigenous Knowledge Systems (IKS), and the Transformation of the Humanities and Social Sciences in Higher Education. Alternation 21,2: 10-37.
Nabudere, W.D. 2011. Afrikology, Philosophy and Wholeness: An Epistemology. Pretoria: Africa Institute of South Africa.
Nobles, W. 1986. The Role of Rights of Passage. Paper Presented at the Association of Black Psychologists Conference, Oakland, CA. August.
Quijano, A. 2007. Coloniality and Modernity/ Rationality. Cultural Studies 21,2-3: 168-178.
Ramose, M.B. 1999. African Philosophy through Ubuntu. Harare: Mond.
Vilakazi, H.W. 1999. The Problem of African Universities. In Makgoba, M.W. (ed.): African Renaissance. Cape Town: Mafube-Tafelberg.
Warren, D.M. 1991. Using Indigenous Knowledge in Agricultural Development. World Bank Discussion Paper No.127. Washington, D.C.: The World Bank.
Zeleza, PT. 2006. The Inventions of African Identities and Languages: The Discursive and Developmental Implications. In Arasanyin, F. & M.A. Pemberton (eds.): Selected Proceedings of the 36th Annual Conference on African Linguistics. Somerville, MA: Cascadilla Proceedings Project.