Proceedings from the first Annual International Conference on Decolonizing Education
Kenya, Eucharia U.
Njiruh, Nthakanio P.
Kinoti, Timothy M.
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Decolonizing formal education involves accepting indigenous and alternative ways of envisioning the world around us. For academics, it would entail accepting indigenous perspectives, ways of knowing and wisdom, and encouraging efforts by staff and students alike to reclaim indigenous knowledge as well as philosophies of teaching and learning that encompass the multiple experiences of a people. In higher education, such shift is important not only for pedagogic reasons, but also as an important part for example in African studies. On a positive note, recent developments have seen a paradigm shift and ‘detachment’ from the concept of pure formal education. Agitation for recognition of the indigenous concepts, ideas and innovations in enhancing and tackling challenges affecting humanity, whether from developing or developed countries, is like a stone rolling downhill with minimal barriers that must reach its destination. To begin a conversation geared towards drawing a roadmap for decolonizing African education, the 1st Annual International Conference on Decolonizing Education sought to examine knowledge production and resistance to colonial and post-colonial domination. Together, scholars, researchers, practitioners, elders, community leaders, community/digital/ media activists and artists, and educators engaged in a dialogue on (re)claiming and use of indigenous pedagogies as tools for response to colonial fragmentations. The three-day event prevailed upon participants to strengthen and build more confidence in indigenous knowledge, ideologies, philosophies, mechanisms and customs for continued eradication of colonial mindsets. It indeed endeavored to address human, political orientation, the triggers and factors that sustain the belief that indigenous knowledge, customs and beliefs are of less importance in shaping our destiny and that of the globe.