A Reimagining of Education and Research Involving Indigenous Communities

Abstract

Following independence from colonialism, African countries adopted certain elements of European economic, social, educational, and political systems in order to drive development. This resulted in a move away from traditional African modus operandi towards those of Europe. However, it is only a small fraction of the African continent that has been able to reap any benefits from this transition; many indigenous communities remain with limited contact to the benefits these changes bring. The current state of affairs in terms of economics, politics, education, and unemployment rates across Africa clearly demonstrate that what has been adopted does not address our key issues or promote sustainable growth. The legacy of the colonial era, which ultimately makes Africans consumers of science and technology rather than producers, has not favoured this transition. There is therefore a need to broaden the framework for curricular decisions and designs to address issues that have hitherto obscured the performance of Africans on tasks requiring European skills and abilities.