| Sumario: | The study investigates ways in which Social Science preservice teachers can be prepared to integrate African indigenous knowledge into their Social Sciences teaching. It follows a conceptual methodology to advance the concepts and arguments around the integration of this knowledge. Accordingly, two significant arguments are advanced. Firstly, it submits that there is a structural, ideological and cultural epistemic wall that impedes Social Sciences preservice teachers from being prepared to integrate African indigenous knowledge into Social Sciences teaching. Secondly, it contends that the unpreparedness of these teachers and the lack of integration of social sciences in classrooms further delay the integration of African indigenous Knowledge System (AIKS). Teacher education, Social Sciences programmes and the Social Sciences school curriculum are the main contributors to the lack of integration of African indigenous knowledge in Social Sciences lessons. Following the methodological and regional limitations of the study, the study suggests preliminary insights that should be explored further through empirical research. The insights offered guide the Social Sciences teacher education and preservice teachers on how to integrate African indigenous knowledge into their practices.
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