Institutionalizing the intangible through research and engagement: Indigenous knowledge and higher education for sustainable development in Zambia

Marcellus Mbah, Ane Turner Johnson, Ferdinand M. Chipindi

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Universities have an integral role in the development of communities. This is underpinned by the notion that universities possess a social responsibility to be agents of change in relation to society's socio-economic, political, and environmental issues. In Africa, the quest for sustainable development necessarily engages a consideration of the different forms of knowledge available. This is as a result of the rich and varied patterns of beliefs, behaviour, and values that permeate the continent and have persisted despite colonialism. In this paper, we assert that there is much to be gained from engaging Indigenous knowledge through scholarship and public responsibility. Through a qualitative case study design based on relational dialogues with academic researchers and university managers, we emphasize the attributes associated with constructing and acting upon Indigenous knowledge at one university in Zambia and the ways in which Indigenous knowledge can contribute to sustainable development through a community engagement remit. This work also seeks to centre African research and researchers in the discourse on higher education in Africa.

    Original languageEnglish (US)
    Article number102355
    JournalInternational Journal of Educational Development
    Volume82
    DOIs
    StatePublished - Apr 2021

    All Science Journal Classification (ASJC) codes

    • Education
    • Development
    • Sociology and Political Science

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