This document discusses indigenous knowledge systems and their relationship to education systems globally. It describes how indigenous communities have historically developed knowledge that is orally passed down between generations. However, many education systems have adopted a "global architecture" where Western epistemology dominates curricula and standard scripts are implemented regardless of local context. This validates Jones and Meyer's description that education in the global South has been influenced by external frameworks that do not consider indigenous knowledge or local circumstances. Examples discussed include the use of colonial languages as the medium of instruction rather than native tongues, and textbooks being produced abroad without local knowledge. The document argues for greater inclusion of indigenous epistemologies and local participation in education policy.

1. Indigenous Knowledge
Systems, Sustainability, and
Education
Franklins,Monique, Wenke & Linn Mari

2. Our assignment
 What does Jones (2007) and Meyer
(1999) mean by ”global architecture” and
”standard scripts”, and to what extent do
you think that this is a valid description of
the situation in education systems in the
global South?
◦ Drawing from own experiences

3. Who is Indigenous?
 “Indigenous communities, peoples and nations are those
which, having a historical continuity with pre-invasion and
pre-colonial societies that have developed on their
territories, consider themselves distinct from other sectors
of the societies now prevailing in those territories, or parts
of them. They form at present non-dominant sectors of
society and are determined to preserve, develop and
transmit to future generations their ancestral
territories, and their ethnic identity, as the basis of their
continued existence as peoples, in accordance with their
own continued existence as peoples, in accordance with
their own cultural patterns, social institutions and legal
systems” UN, 2004

4. Indigenous Knowledge
 Produced in specific historical and cultural
contexts
 Typically not “generated by a set of pre-
specified procedures or rules
 Orally passed down from one generation
to the next
 “As much skill as knowledge”

5. Jones (2007) & Meyer (1999)
 ”The global architecture of education”
◦ Common epistemological discourse which
dominates most educational systes in the
South and the North (Jones)
 “The implementation of standard scripts
(also in education) occurs in countries of
all sorts, without regard to their
particular circumstances (and) produces
results that often seem quite bizarre”
(Meyer)

6. Extent of Influence
 Francophone Africa and Regional
languages in Zambia
 Language of instruction and Learning
Material
 To what extent is this a valid description
of the situation in education systems in
the global South?

7. Language of instruction
 In 1968 UNESCO claimed that it is:
 “Through his(her) mother tongue that every
human being first learns to formulate and
express his(her) ideas about himself(herself) and
about the world in which he(she) lives”.
 “(…) his(her) mother tongue is part of the
process by which a child absorbs the cultural
environment; it can, then, be said that this
language plays an important part in moulding
the child’s early concepts”.

8. Using a foreign tongue: result:
 Bame Nsamenang & Tchombe (2011):
 As national governments in Africa grapple with
slim budgets and low resource bases, their
education systems are churning out masses of
marginally literate school leavers and
graduates, increasing numbers barely able to
scratch a living …
 Negative for sustainable development
 Chile: textbooks for EIB in Spanish
 and the medium of instruction is Spanish.

9. Learning material
 The North distribute knowledge and
control the publishing houses in the South
 Ex: South Africa:
 8 mill Xhosa, 9 mill Zulus: no textbooks in
vernacular language
 Need for national book publishing sector

10. The Maouri success story
 A reaction: a counter-hegemonic teaching
◦ Built on their own epistemology
 Maori way of learning and teaching:
◦ Learning-teaching relationships
◦ Learning is contextualized

11. Valid description
 Hegemonic postition of Western
epistemology
 Western epistemology as an architect

12. Medium of Instruction in Zambia
 Official language
 Mother tongue

13. Education
 Science and mathematics
 Lack of mathematical and scientific
knowledge and skills
 Interventions with partners

14. Global Funding organizations
 World Bank, IMF, UNESCO, ICF etc
 Aid to education and its influence on
education

15. Way Forward
 Co-existence of western epistemology with
IKSs/ culture
 The North need to be aware that the
education policies and practices they
promote are socially constructed and
therefore culture becomes critical in
interoperating them
 Inclusion of receiving partners to donor aid
process
 Need for independent education system