Towards an indigenous African epistemology of community in education research

Abstract

Issues of intellectual and cultural hegemony have long been critical foci in education debates in South Africa. This is evidenced in present times by the call for an African Renaissance in education, as well as, a growing discourse that demands the acknowledgement and inclusion of indigenous knowledge systems in the South African education system. This article considers the epistemological question that centres around the debate of whether there is, in fact, an indigenous African way of knowing, and if so, what the implications for education research would be.

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