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Institutionalizing the intangible through research and engagement: Indigenous knowledge and higher education for sustainable development in Zambia

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  • Mbah, Marcellus
  • Johnson, Ane Turner
  • Chipindi, Ferdinand M.

Abstract

Universities have an integral role in the development of communities. This is underpinned by the notion that universities possess a social responsibility to be agents of change in relation to society’s socio-economic, political, and environmental issues. In Africa, the quest for sustainable development necessarily engages a consideration of the different forms of knowledge available. This is as a result of the rich and varied patterns of beliefs, behaviour, and values that permeate the continent and have persisted despite colonialism. In this paper, we assert that there is much to be gained from engaging Indigenous knowledge through scholarship and public responsibility. Through a qualitative case study design based on relational dialogues with academic researchers and university managers, we emphasize the attributes associated with constructing and acting upon Indigenous knowledge at one university in Zambia and the ways in which Indigenous knowledge can contribute to sustainable development through a community engagement remit. This work also seeks to centre African research and researchers in the discourse on higher education in Africa.

Suggested Citation

  • Mbah, Marcellus & Johnson, Ane Turner & Chipindi, Ferdinand M., 2021. "Institutionalizing the intangible through research and engagement: Indigenous knowledge and higher education for sustainable development in Zambia," International Journal of Educational Development, Elsevier, vol. 82(C).
    • Handle: RePEc:eee:injoed:v:82:y:2021:i:c:s0738059321000080
    DOI: 10.1016/j.ijedudev.2021.102355
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    References listed on IDEAS

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    1. Marcellus Mbah & Charles Fonchingong, 2019. "Curating Indigenous Knowledge and Practices for Sustainable Development: Possibilities for a Socio-Ecologically-Minded University," Sustainability, MDPI, vol. 11(15), pages 1-11, August.
    2. Mtawa, Ntimi N. & Fongwa, Samuel N. & Wangenge-Ouma, Gerald, 2016. "The scholarship of university-community engagement: Interrogating Boyer's model," International Journal of Educational Development, Elsevier, vol. 49(C), pages 126-133.
    3. Munyaradzi Mawere, 2015. "Indigenous Knowledge and Public Education in Sub-Saharan Africa," Africa Spectrum, Institute of African Affairs, GIGA German Institute of Global and Area Studies, Hamburg, vol. 50(2), pages 57-71.
    4. John-Okoria Ibhakewanlan & Simon McGrath, 2015. "Toward an African Community-Based Research (ACBR) Methodology," SAGE Open, , vol. 5(4), pages 21582440156, November.
    5. Peter Darvas & Shang Gao & Yijun Shen & Bilal Bawany, 2017. "Sharing Higher Education's Promise beyond the Few in Sub-Saharan Africa [Enseignement supérieur et équité en Afrique subsaharienne]," World Bank Publications - Books, The World Bank Group, number 27617.
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    Cited by:

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    2. Carlos Rogério Montenegro Lima & Samuel Borges Barbosa & Ruy Castro Sobrosa Neto & Daniel Goulart Bazil & José Baltazar Salgueirinho Osório Andrade Guerra, 2022. "Corporate financial performance: a study based on the Carbon Efficient Index (ICO2) of Brazil stock exchange," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 24(3), pages 4323-4354, March.

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