Indigenous-centered pedagogies: Rethinking the Afrocentric approach in the 21st century

Abstract

This literature study aims to argue for contemporary teaching and learning strategies that integrate indigenous-centered pedagogy as an alternative to the existing dominant Eurocentric-centered pedagogies in the African educational system. Around the world, there has been a push for indigenous-centered pedagogies as an alternative to Eurocentric-centered pedagogies, which have historically dominated teaching and learning. However, the Afrocentric knowledge system in Africa has not been given its rightful space. This is attributed to colonial influence, which has denied the advancement of learning that fosters transparency and the creation of African-based knowledge and inventions. Our educational systems in Africa need to emphasize and incorporate African-centered perspectives in teaching and learning strategies to realize decolonization of the practice. This article promotes indigenous-centered pedagogical approaches in African schools, enumerates the roles of stakeholders in integrating the indigenous-centered pedagogy, and draws attention to the problems with Eurocentric pedagogies in indigenous African communities. We contend that the advancement of learning that fosters transparency and the creation of African-based knowledge and inventions has not been given priority by Western educational techniques. We argue that the decolonial effort will gain a crucial component if the African indigenous-centered approach is integrated into the educational system.