Indigenous African Curricula and the Question of Epistemic Diversity: The Case of the Mulabalaba Game

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Author(s): John Nyambe (University of Namibia, Namibia), Taimi Nghikembua (University of Namibia, Namibia)and Mishack Thiza Gumbo (University of South Africa, South Africa)
Copyright: 2025
Pages: 22
Source title: Resurgence and Revalorization of Indigenous Knowledge Systems in the Contemporary Society
Source Author(s)/Editor(s): Tlou Maggie Masenya (Durban University of Technology, South Africa)and Monicca Thulisile Bhuda (University of Mpumalanga, South Africa)
DOI: 10.4018/979-8-3373-4124-8.ch006

Keywords: Indigenous Studies / Information Science Reference / Knowledge Management / Library & Information Science

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Abstract

A qualitative case study in orientation, the research used the Mulabalaba indigenous game to explore the forms of knowledge and pedagogies that underpin indigenous African curricula and the implications they hold for present-day higher education curriculum development and transformation. We observed ten purposively selected participants who played the Mulabalaba game during the School of Education's Staff Wellness Day in 2024. A key finding of the study was that the indigenous African curriculum is underpinned by diverse epistemic forms, values and skills like the 21st century skills that are highly sought in present-day higher education curricula. Other findings revealed that the underpinning epistemic forms, values and skills are interwoven seamlessly and comprehensively and delivered in captivating and engaging pedagogies. The study recommends future research into how lessons from indigenous African curricula can be incorporated to inform and strengthen present-day higher education curriculum development and transformation.

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Indigenous African Curricula and the Question of Epistemic Diversity: The Case of the Mulabalaba Game

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