Indigenising knowledge in intervening for the excluded children

Abstract

The article addresses the conceptual thought on how indigenous knowledge systems in Africa may be tapped into in addressing children at risk. In this article I argue from a psychological point of view challenging the notion of using Eurocentric theories instead of also focusing on the indigenous knowledge like proverbs. Furthermore I explored some examples of proverbs which address the morals, values and behaviour in a more Afropsychological way. Africans’ psychology is deep and it was passed through from one generation to another through oral tradition (dinonwane) narrations. Societal moral decay may be addressed by indigenising knowledge and resuscitating the use of African proverbs in teaching and learning contexts.

Keywords: Afro-psychology, proverbs, indigenous knowledge, excluded child or children at risk