article transcript
If education was an adjective, it would describe the process of knowledge transmission for a specific purpose, which when met would be described as a success. Across different time periods, cultures and communities, education has existed in numerous forms tailored to circumstances, resources, and needs, producing success in many ways.
This begs the questions: how did professional titles and the relentless ascension up the corporate ladder become our primary yardsticks for success, often overshadowing vital realms of communal and social development? Do these metrics truly satisfy our innate yearning for a more meaningful existence? In this essay we will explore the possibility of education tailored by and for Africans at home and in diaspora, based on the needs, circumstances and resources of the continent.
In our world, the word “education” evokes images of classrooms, standard tests and the ascension from primary, to secondary to tertiary levels. This basic structure of Western education mirrors the corporate ladder climb. Some writers and observers have described western education as promoting individualism, critical thinking, individual achievement and competition (Quainoo, 2023), and extra-curricular as part of assessments as a way to make learning holistic (Dalsanyia, 2023).
These descriptions make one wonder how much capitalism shapes our education system structurally and philosophically as we see more competition than collaboration in classrooms, the need to monetize everything, even creativity, the need to be the best to be successful. As if there is a monopoly on success. This subconscious philosophy fuels a self-centered form of capitalism, resulting in adverse consequences such as climate change, driven by organizations' unbridled pursuit of outperforming their competitors, often at the expense of overproduction and excessive use of raw materials, leading to waste.
In stark contrast, African Indigenous Education, deeply philosophical and practical, places paramount importance on communal and social development. Varied across tribes, ethnicities, and even families, it celebrates the individual within the societal fabric. Guided by philosophies like South African Ubuntu – "I am because we are" – this approach recognizes human existence and individuality as central to learning, challenging the conventional approach.
African Indigenous Education rejects the idea of learning restricted to only simulated environments. Instead, it embraces education amid life's dynamic realities, nurturing experiences that evolve with personal preferences, thereby expanding understanding and values as individuals develop in a community. Encouraging self-competition, where individuals seek to surpass their own previous achievements or the models set by peers, driven by personal motivation rather than external pressure in furtherance of shared goal.
As we reorient our minds with the idea of education being a process of knowledge transmission with a purpose and explore African Indigenous Education, let us reimagine what African Indigenous Education can be today. Let us reimagine a system of education that fosters representation of Afrocentric learning experiences in Africa and the diaspora.
To truly envision this, let us explore a few examples of African Indigenous Education:
The Himba of Namibia: Practical Learning in a Nomadic Lifestyle
The semi-nomadic Himba people of Namibia have cultivated an educational system that aligns seamlessly with their pastoral lifestyle. Children learn essential survival skills, such as herding, building, and crafting, in a hands-on manner. This approach not only imparts vital skills but also nurtures problem-solving abilities and critical thinking. By integrating learning with daily life, the Himba demonstrate the value of experiential education in nurturing well-rounded individuals.
The Ubuntu Philosophy: Learning Through Community and Interconnectedness
Southern Africa's Ubuntu philosophy serves as the cornerstone of indigenous education. Ubuntu, often translated as "I am because we are," emphasizes the interconnectedness of individuals and the paramount importance of community. Learning extends beyond the classroom, happening through communal activities, storytelling and shared experiences. This philosophy instills values of compassion, empathy and cooperation, preparing individuals for active participation in their communities and society at large.
However, adopting these indigenous education systems verbatim may not be ideal, as the world has changed since their creation. Furthermore, they often leave room for information to be forgotten, posing challenges for knowledge preservation. For example, the Griot tradition, prevalent in West Africa, plays a vital role in preserving history, culture, and knowledge through oral storytelling. While these skilled storytellers recount the history of their communities, kings, and ancestors, the dynamic nature of oral transmission makes it susceptible to alterations.
For the Africa our grandparents remember to be recreated in this technology era, we must move past educational templates that were copied with little or no modification. We must embrace diversity as a bedrock for the development of education systems and learning experiences as we embrace diversity as one of the central themes in any society. Hence, this essay advocates that we explore what an Afrocentric learning experience designed by identifying and understanding the needs and epistemologies of different African societies will look like for different African communities. Since philosophy cannot exist in isolation, the system must remain malleable to necessary changes.
As for Africans, this adaptation might involve microlearning, where schools and communities employ different teaching materials and methods. Mother tongue education could be the norm, with English taught as a second language to facilitate global communication. Even if standardized testing is aspired to, the methodology should not be an exact replica of the curriculum; texts and the entire system should not be tailored to one standardized test. Life is not measured in standardized tests.
In reference to the diaspora, an ideal globally-adaptable system, drawing from global development trends and African Indigenous Education, could be "Philosophy and Entrepreneurship: The Classroom for Global Education." In a world where pilots learn to fly using simulations, a simulation-based classroom is not far-fetched. While elements of experiential education are already incorporated in higher education, the application of essential philosophies remains lacking.
Entrepreneurship, a pivotal aspect of African Indigenous Education, aligns well with its practical orientation and emphasis on community collaboration. By nurturing an entrepreneurial mindset from an early age, individuals can identify opportunities, take calculated risks, and develop innovative solutions to local challenges. This approach empowers individuals economically, fosters self-reliance, and cultivates resilience.
Africa is littered with numerous Indigenous communities that are uniquely identifying and amplifying sustainable business opportunities aligned with their cultural heritage and local resources. These enterprises can range from eco-tourism ventures promoting environmental conservation to craft cooperatives preserving traditional art forms. These businesses not only generate income but also enhance community pride and unity.
In practice, this essay encourages the emergence of more innovative approaches to “side hustles” like basket weaving, spice making, online mother tongues language classes through storytelling or animations with English subtitles, handcrafted jewelry making with indigenous techniques, music production of native sounds.. aiming for profitability in the long term while focusing on knowledge transfer in the short term. Historically, side hustles were viewed primarily as income generators, but they can become a new frontier in education. Imagine educators collaborating with entrepreneurs to design a learning experience from a side hustle, allowing children to engage and build essential skills, knowledge, and competencies from an early age.
History has shown that the most unrealistic notions can become reality. Notable individuals who have made a significant impact on the world often defied conventional norms. Those Africans in the diaspora who have achieved recognition on Forbes' 30 Under 30 list or spoken at TED Talks did so by embracing their uniqueness. Pioneering African education systems requires the courage to forge a distinct path, with the understanding that, over time, these systems will become coveted globally-adaptable systems of education. If they do not achieve global recognition but bring development and sustainable growth to our societies then we must be ready to own and appreciate what success looks like for us.
Several examples across Africa demonstrate how entrepreneurship creates informal classrooms for the transmission of indigenous education principles:
Eco-friendly Tourism in Kenya: Maasai communities in Kenya have embraced eco-friendly tourism, showcasing their culture and environment. Visitors learn about Maasai traditions while contributing to the community's economic growth and environmental preservation(Travel4Purpose, 2020)(Ecotourism Kenya, 2006) (ONDICHO, 2018).
Handicraft Cooperatives in Ghana: Artisan cooperatives in Ghana have revitalized traditional weaving and crafting techniques(Indigo Africa, 2020)(The Woven Hut, 2021). By turning these skills into thriving businesses, these cooperatives empower women and promote cultural heritage.
Medicinal Herb Enterprises in South Africa: Indigenous knowledge of medicinal plants is being harnessed to create sustainable herbal medicine businesses. This not only generates income but also helps conserve local biodiversity(Street & Prinsloo, 2012).
The Indigenous Knowledge and Science Partnership in South Africa: This program blends indigenous knowledge with scientific concepts, fostering a more holistic and culturally relevant science education(Seehawer, 2018).
Above all, we must remember the principles that guided our communities, reframing our ideologies as we embrace Entrepreneurship rooted in community values and needs, along with its potential to transform not only individual lives but also entire communities.
In conclusion, we must not forget the essence of community and the adage, "It takes a village." With the right attitude and people, anything can become a learning experience. The journey to the summit of the corporate ladder cannot continue to overshadow other metrics of success. A more holistic set of metrics should define and dominate our social contract. The adaptation and application of certain features and philosophies of African Indigenous Education offer a practical upgrade to education systems.
As we peer into the future, the showcased examples of African Indigenous Education systems in this essay reveal the richness and diversity of educational practices across the continent. These systems underscore that education should flow seamlessly with life, remaining relevant to life's experiences; otherwise, it risks becoming a mere exploration of detached realities.
As Africans confront the challenges and opportunities of the 21st century, embracing indigenous wisdom within entrepreneurship can create a harmonious synergy propelling economic growth, cultural preservation, and social development.