Mending the Epistemic Wall for Preservice Teachers in Higher Education: The Integration of African Indigenous Knowledge in Social Sciences.
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...
| Publicado en: | Journal of Research in Social Sciences & Language (JSSAL) Vol. 6; no. 1; pp. 79 - 103 |
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| Autores principales: | , |
| Formato: | Artículo |
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Colonia Educational Academy
2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=194375948&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 194375948 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 27475646 MXZ9 jtl: Journal of Research in Social Sciences & Language (JSSAL) issn: 27475646 maglogo: N pubinfo: dt: 2026 vid: 6 iid: 1 pid: 67980 pub: Colonia Educational Academy artinfo: ui: 194375948 10.71514/jssal/2025.194 ppf: 79 ppct: 24 formats: tig: atl: Mending the Epistemic Wall for Preservice Teachers in Higher Education: The Integration of African Indigenous Knowledge in Social Sciences. aug: au: Nkosi, Nokuthula Diborah Mashaba, Menias affil: Department of Educational Foundations, College of Education, University of South Africa, South Africa Department of Education Studies, Faculty of Education, Sol Plaatje University, South Africa su: Social sciences education Higher education Interdisciplinary education Teacher education Student teachers Traditional knowledge sug: subj: Social sciences education Higher education Interdisciplinary education Research and Development in the Social Sciences and Humanities Teacher education Student teachers Traditional knowledge keyword: African indigenous knowledge integration Social sciences social sciences teacher education South Africa African indigenous knowledge integration Social sciences social sciences teacher education South Africa ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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