Christopher Ndlovu – författare

This book discusses the pivotal role of African indigenous knowledge systems (AIKS) in promoting, enhancing, and sustaining livelihoods in Africa. The authors argue that AIKS are of central importance in the development of sustainable livelihoods, particularly in rural communities. In their analysis, they draw on interdisciplinary research in the fields of agriculture, cultural and indigenous studies, development studies, education, geography, political science, and sociology. The objective is to make AIKS more applicable to mainstream educational and development agendas in Africa, a pressing issue in areas where Eurocentric scientific practices are cost prohibitive. The Dynamic of African Indigenous Knowledge Systems will be of interest to development professionals, policy makers, academics, students, and anyone interested in the field of AIKS and sustainable development in rural communities.

This book brings together a series of papers on education in rural Zimbabwe. It is informed throughout by the generative theory of rurality, which sees rural communities as the most significant agents in solving the challenges they face. Against this theoretical backdrop, the 13 chapters challenge policy makers, researchers and educators to confront the problem of poor academic performance among learners in rural learning ecologies. The book demonstrates that rural communities, in Zimbabwe and elsewhere, can improve their educational outcomes through community-led action, involving traditional leadership and other stakeholders. The key message is that communities have the opportunity to become the authors of their own destinies in shaping future educational results."This book brings together important views on improving learning in rural ecologies. The arguments brought forward can lead to responsive policies that can greatly benefit rural education."—Colwasi Mthunzi, Professor of Curriculum Innovations, Solusi University"A book that brings so much hope for rural learners and also encourages the community and parents/guardians to play an active role in the learning of their children."—Nosizo Shava, Senior Sociology Lecturer, Hillside Teachers College"Well-articulated papers on the ways of reducing inequalities between rural and urban education."—Shepherd Ndondo, Post-doc fellow in Philosophy of Education, University of Fort Hare

The aim of this book is to revisit the African past in search of values and knowledge that might be used in tandem with modern ways to create a more sustainable future. The African tradition has sustained human life since time immemorial, and represents a wealth of knowledge: pre-colonial Africa had many flourishing cultures and a wide variety of economic activities. This way of life was deep rooted in African values of ubuntu, informed mainly by a humanistic and communitarian ethic. In their interaction with the environment, African communities were largely in harmony with their environment. This was facilitated through taboos, which were meant to protect the environment, as well as through storytelling and the totem system. After colonization, new cultures gradually replaced tradition, and new values were introduced to African life. Modern ways of production were also ushered in, including agricultural mechanization in farming, which supported for an expanding population but further undermined traditional methods. This book asks how the benefits of contemporary practice can be combined with traditional African values in the pursuit of a more sustainable way of life. It will be of interest to all those studying Indigeneous knowledge systems and their applicability to current and future society in Africa.