Conceptualizing an Afrocentric-Indigenous Pedagogy for an Inclusive Classroom Environment

Authors

  • Micheal M van Wyk Department of Curriculum and Instructional Studies, School of Teacher Education, College of Education, University of South Africa, Pretoria

Abstract

Scholars are of the view that Afrocentricity as an educational, philosophical and theoretical paradigm. The purpose of this conceptual paper is to conceptualise and contextualize schooling in an inclusive education setting toward an Afrocentric-indigenous pedagogy. The Afrocentric canons necessitates a more comprehensive approach that goes beyond questions of what is learnt, by whom, and how quickly it is learnt, to consider questions of howthe knowledge being disseminated is structured and applied particular to diverse and inclusive classrooms. Indigenous knowledge is often perceived as historical and ancient practices of the African peoples, which is a problematic perception of a Westernized view. Furthermore, the underlying principles, educational value, teaching principles underpinning indigenous pedagogy and the benefits of an Afrocentric-Indigenous Pedagogy for an inclusive classroom context is explained.

DOI: 10.5901/mjss.2014.v5n4p292

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Published

2014-03-06

How to Cite

van Wyk, M. M. (2014). Conceptualizing an Afrocentric-Indigenous Pedagogy for an Inclusive Classroom Environment. Mediterranean Journal of Social Sciences, 5(4), 292. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/2216

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