The program for indigenous knowledge systems and higher educational discourse in South Africa: a critical reflection

Abstract

In this article we reflect critically on the call for the establishment of a program for Indigenous Knowledge Systems (IKS) in South Africa, especially in relation to current educational discourse in higher education. In order to do this, we firstly examine the nature of the proposed program for Indigenous Knowledge Systems in South Africa. Secondly, we attempt to identify the philosophical tenets underlying the program for IKS as manifested in various official workshops and subsequent documents, as well as in the literature referring to indigenous knowledge in general. Thirdly, we indicate how the program for IKS might impact on educational discourse in higher education in South Africa.


South African Journal of Higher Education Vol.16(3) 2002: 38-49