African Languages, Indigenous Knowledge Systems (IKS), and the Transformation of the Humanities and Social Sciences in Higher Education

Abstract

Historically, higher education in South Africa and Africa in general has relied on foreign languages; this has become a basis for social discrimination and inequality. This paper reviews the historical development and current status of African languages and indigenous knowledge systems (IKS) in higher education. It argues that, in recognition of the plural and multi-vocal nature of the knowledge domain, the project to develop IKS cannot be meaningfully pursued without taking cognisance of local languages, as it is in these languages that the cognitive, philosophical, and other frameworks of the local people are embedded. African languages and IKS are indispensable to the transformation of the higher education landscape. Using anti-colonial theory and hermeneutics as its theoretical frameworks, the paper discusses the progress that has been made in terms of implementing language policies in South African higher education institutions. It concludes with recommenddations to firmly embed African languages and IKS in higher education systems.

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