Resumo

SEROTO, Johannes  e  HIGGS, Philip. African Indigenous education in the postcolonial period: A critical reflection. Journal of Education [online]. 2024, n.95, pp.148-168. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i95a08.

This article examines African Indigenous education in the precolonial period in Southern Africa, focusing on its key elements, characteristics, and educational significance within the broader context of the decolonial education discourse. By delving into primary forms and practices of Indigenous African education, we aim to shed light on how these systems contribute to understanding the educational landscape and the challenges faced in the wake of colonialism. Additionally, we explore the transformative role played by Indigenous education in Southern Africa in addressing the hegemonic influence of Western education during the postcolonial era. Drawing on existing literature and critical analysis, we critically reflect on the nature of a decolonial turn in African Indigenous education. The examination aims at contributing to the ongoing discourse on decolonising education and providing insights into the potential benefits of embracing Indigenous knowledge systems in contemporary African societies by recognising the importance of valuing diverse knowledge systems in fostering inclusive and relevant educational practices.

Palavras-chave : African Indigenous education; postcolonial; decolonial education; Indigenous knowledge; decolonial thought.

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