Leisure education and indigenous knowledge systems in South Africa: a commentary

Abstract

The role of leisure education in equipping individuals and society to participate in leisure is well-researched in scholarship. In this commentary, we argue that incorporating indigenous knowledge systems (derived from South Africa's (SA) diverse peoples, cultures and languages) in leisure education may promote inclusivity, cultural relevance and alternative leisure perspectives. Drawing from various scholarly perspectives, this article defines leisure education, revisits the concept of leisure, explores the concept of indigenous knowledge systems and presents a case for the inclusion of indigenous knowledge in the SA context. The implications that are drawn from the discussion call for a re- thinking of leisure education so that it responds to SA's contextual realities through the strategic incorporation of indigenous knowledge. This may contribute towards contextualized leisure research methods, wholesome leisure education content, creative resource-attainment strategies, novel knowledge-transfer methods and unique skill-equipping techniques that may advance leisure wellness, social cohesion and the leisure profession in SA