African indigenous knowledge systems and human rights: implications for higher education, based on the South African experience

Mubangizi, John; Kaya, Hassan

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Title:	African indigenous knowledge systems and human rights: implications for higher education, based on the South African experience
Authors:	Mubangizi, John Kaya, Hassan
Year:	2015
Periodical:	International Journal of African Renaissance Studies (ISSN 1753-7274)
Volume:	10
Issue:	2
Pages:	125-142
Language:	English
Geographic term:	South Africa
Subjects:	indigenous knowledge values human rights higher education
External link:	https://doi.org/10.1080/18186874.2015.1107985
Abstract:	Africa has rich traditions and knowledge systems founded on the principles of caring for one another and the spirit of mutual support embedded in the African philosophy of Ubuntu. These collective values tend to be marginalised in international human rights standards built on western values. The standards were developed without broad-based consultation of the different value systems in Africa. Therefore, in order to inspire sustainable implementation among diverse cultures, dialogue to develop universal human rights and obligations based on the diversity of cultures and ways of knowing is needed. Using South Africa's experience at two universities, the extent to which these institutions have attempted to incorporate African indigenous knowledge systems (AIKS) and human rights into the higher education curriculum is investigated. The implications for higher education and the human rights and development paradigms built on western knowledge systems are investigated. North-West University has been the pioneer of integrating AIKS into higher education in South Africa and is the only higher education institution in South Africa with an accredited IKS Teaching Programme at both undergraduate and postgraduate levels - which has been notably successful, albeit with some challenges. AIKS has also been integrated into research and teaching at the University of KwaZulu-Natal and has registered significant successes since 2012. The need to embed AIKS in the curriculum of higher education institutions is affirmed. Bibliogr., sum. [Journal abstract]

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