Reconstructing Indigenous Knowledge in Contemporary Curriculum A Qualitative Study in Rural Kenya
Keywords:
indigenous knowledge systems, curriculum reconstruction, decolonizing education, rural Kenya, cultural pedagogy, epistemological integration IntroductionAbstract
This qualitative study explores the integration of indigenous knowledge systems into contemporary educational curricula in rural Kenya. Drawing on semi-structured interviews with 24 participants including educators, community elders, and curriculum developers, the research examines how traditional knowledge can be meaningfully reconstructed within modern pedagogical frameworks. The findings reveal three critical dimensions: the tension between Western epistemologies and indigenous ways of knowing, the role of community stakeholders in curriculum development, and the challenges of documenting oral traditions within formal education structures. Data analysis identified significant barriers including inadequate teacher training, limited instructional materials, and institutional resistance to epistemological plurality. However, the study also uncovered innovative practices where educators successfully bridged indigenous and contemporary knowledge systems. The research contributes to ongoing debates about decolonizing education in postcolonial contexts and offers practical recommendations for culturally responsive curriculum design. These findings have implications for educational policy, teacher preparation programs, and community engagement strategies across similar contexts in sub-Saharan Africa.
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Copyright (c) 2026 Amina Otieno, James Mwangi (Author)
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