Using Ubuntu Values in Integrating African Indigenous Knowledge into Teaching and Learning: A Review of Literature
Abstract
The South African government has developed and incorporated African Indigenous Knowledge (AIK) in the school curriculum however, efforts to integrate AIK in teaching and learning have not yielded the desired results. The study, sought to investigate how AIK is integrated into teaching using Ubuntu values and the implications on teaching and learning in the classroom. Premised on Ubuntu theory, the study adopted an integrated literature review approach, and a comprehensive electronic search was done which led to the discovery of articles that are relevant to the study. A total of 36 out of 54 articles published between 2010-2021 were selected and reviewed. The findings from the literature revealed that much research has not been done to develop strategies that assist teachers to integrate AIK into their lessons. The data also showed that there was a lack of professional teacher development programs meant to equip teachers teaching AIK with the necessary pedagogical skills required in their classrooms. The study concluded that the integration of AIK in teaching and learning at classroom level was still not adequate. The study, therefore, that more continuous professional teachers' development programs be implemented on a regular basis while adopting strategies used to integrate AIK in teaching and learning.
https://doi.org/10.26803/ijlter.22.5.7
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