African Journals Online
Indilinga: African Journal of Indigenous Knowledge Systems

Volume 1 2002
ABSTRACTS

AFRICAN INDIGENOUS KNOWLEDGE AND DEVELOPMENT POLICY

Herbert W. Vilakazi

Independent Electoral Commission (South Africa)

Abstract

Healthy and genuine development policies in Africa must be founded upon the principles and patterns of African civilisation. The greatest cause of distortion in African development policies is the fact that policy makers have crafted development policies for Africa out of the principles and patterns of Western civilisation. The triumph of the African Slave Trade, and conquest of Africa by the West, resulted in the rejection of the concept and historical validity of African civilisation. The paper proposes a methodological principle for the formulation of realistic, healthy, and genuine development policies for Africa.

COMMON GROUNDS

INTER-CULTURAL ASPECTS OF SOCIAL INTERVENTION

Jacques Zeelen

University of the North (South Africa)

Abstract

In this article the following key question will be discussed: Is there a way out between the uncritical adoration of the so called Western scientific approach or the danger of over-romanticising an own African culture and history?

On the basis of the example of an innovation at the University of the North the author discusses competing images about Africa and the West and outlines how in teaching and research activities, in this case in the field of adult education and lifelong learning, bipolar positions can be overcome. By means of the presentation of three concepts (Contextualisation, Social Learning and Action Research) and additional examples the conclusion will be developed that the road to an exclusive African epistemology, an exclusive African learning approach as well as an exclusive African concept of adult education and lifelong learning would seem not be a very fruitful one.

The challenge would rather be to develop further those epistemological and learning concepts which take the presence of competent actors into account, wherever they are living their lives, and which are sensitive for the specific characteristics of local situations and histories.

AKULA UDONGO (Earth Eating Habit): A SOCIAL AND CULTURAL PRACTICE AMONG CHAGGA WOMEN ON THE SLOPES OF MOUNT KILIMANJARO.

By Jane Wamuhu Knudsen

University of Bergen (Norway)

Abstract

Women in most parts of Africa possess indigenous medical knowledge that informs practices that have served as preventive for adverse health during pregnancy and lactation. These practices are holistic and can be understood from analysing cosmology and cultural symbolism in the specific context. How these indigenous medical women’s knowledge is handled in the respective communities is a result of complex cultural processes.

This paper illuminates the practice of geophagy (earth eating habit) among Chagga women. This paper is a part of an MPhil thesis in Gender and Development. I documented dietary practices and perceptions among pregnant women in rural Tanzania. My focus was on foods and non-foods consumed during pregnancy and lactation for both mother and child. I used in depth interviews, focus groups and participant observation during the data collection.

INDIGENOUS KNOWLEDGE AND AFRICAN PHILOSOPHY:

AN EDUCATIONAL PERSPECTIVE

Philip Higgs

University of South Africa

Abstract

The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article we argue that indigenous knowledge, as a system of African knowledge, can provide a useful philosophical framework for the construction of empowering knowledge that will enable communities in Africa to participate in their own educational development.

CONSERVATION OF BIOLOGICAL DIVERSITY AND INDIGENOUS TRADITIONAL KNOWLEDGE AS EXEMPLIFIED BY THE CASES OF ASIA AND AFRICA

Bhanumathi Natarajan

University of Bergen (Norway)

Abstract

Tropical countries are rich in biodiversity. For centuries, local/indigenous populations have used biodiversity as food, medicines, building materials and for other purposes. Traditional knowledge has been practised and passed on from one generation to another, and is intertwined with cultural and spiritual values. However, there is an imminent danger that valuable biodiversity and traditional knowledge will be lost forever, for example due to pollution, industrialisation and destruction of forests. Privatisation of biodiversity may also have negative welfare effects in tropical countries, not least by excluding local/indigenous peoples from some of their most valuable resources. Therefore, it is important to develop mechanisms that will help to protect biodiversity and traditional knowledge for the benefit of future generations.

SECTION B

SUSTAINABLE DEVELOPMENT: THE CHALLENGE TO AFRICAN INTELLECTUALS

Keynote Address at the Third African Renaissance Festival

Durban, 31 March 2001 (South Africa)

Honourable President Thabo Mbeki

As Africans, we are faced with the urgent challenge of ending poverty and underdevelopment on our Continent. This is a massive task that will take us some time to accomplish. The first objective we confront in this regard is that we must ourselves take on the responsibility to answer the question - what are the ways and means that we must adopt to ensure that we achieve these objectives!

It is the poor themselves who must answer the question - what should be done so that their poverty comes to an end permanently. They must themselves be responsible for the answers to this question so that they recognise the obligation to themselves to take such actions as may result from the answers they will have provided themselves.

UNIVERSITIES: ROADBLOCKS OR AVENUES TO DEVELOPMENT?

ThandwayiZizwe Mthembu

University of Durban-Westville (South Africa)

Abstract

Africa continues to be mired in crisis, instability, poverty and disease. Whilst universities of the West and other emerging continents have been able to find solutions to most of the problems their societies face, African universities have failed almost dismally. It is reasonable time since the liberation of most of African countries from the colonial yoke in the late fifties and early sixties, that considerable progress should have been achieved.

We should then ask of our universities. Have African universities not exacerbated our problems? Are they roadblocks or avenues to an African Renaissance? What is their role in sustainable development, which should underpin this renaissance?

AFRICAN RENNAISANCE AND THE STUDY OF AFRIKA

Ntate Kgalushi Koka

Kara Institute of Afrikolgy (South Africa)

Abstract

It is said, according to the Afrikan Proverb:

“Until the Lions have their own historians tales of hunting will always glorify the hunter.”

That is, not until Afrika can have its own scholars to present her case in world forums it will always suffer from mis-interpretations, misrepresentations and mis-presentations of her views and value by other people. The history, ethos and ‘being’ of Afrika has always been left to the research, analysis, interpretation and presentations by other people either than Afrikans. It is from this context that the Afrikan Renaissance must be understood as a “Movement” and not as an institution which is an entity within itself. It is a movement whose main objective is the restoration of the creative Afrikan genius that once created world civilizations and cultures; a genius that produced the ancient ‘pagan’ manuscripts that gave rise to the ‘European’ Renaissance. Its purpose is to motivate, cause and enable the establishment of institutions (or academies) under its aegis.

GLOBALISATION, THE AFRICAN RENAISSANCE, AND SELF-SUSTAINABLE DEVELOPMENT: THE CHALLENGE TO AFRICAN INTELLECTUALS

Adam Habib

University of Durban-Westville (South Africa)

Abstract

I was invited here in particular because I've just completed a study of a case of institutional change at the University of Transkei (UNITRA). The organisers, I believe, wanted me to reflect on this experience and draw its implications for our discussion on the African Renaissance.

The conclusions I arrive at are fairly pessimistic. The African Renaissance is a noble idea, and my wish is that it is realised. But if I were a betting man, I would not put my money in it. The chances of it being realised are minimal, in particular because there is a chasm between the vision and the behaviour, decisions and political strategies of those who hold that vision. I am going to focus on one example of this, namely in higher education.

IZILIMI ZOMDABU: UKUFADALALA KWAZO NOKUFEKELA KOKUZALWA KABUSHA KOBU-AFRIKA

Mpumelelo Mbatha

Isikhungo Sesichazamazwi SesiZulu; University of Zululand

Abstract

Christianity, formal education, politics and sophistication have in some way or another contributed to the pollution and diminishing of African languages and African heritage. African people are Christianised, educated and highly sophisticated. Christianization of Africans resulted in the born of new breed of Africans. Most of the Christianised Africans became / are becoming de-Africanised.

Formal education also did more harm than good on African languages and African heritage and unfortunately this state of affairs is here to stay. Sophisticated and ‘learned’ Africans decided to climb the ladder of ‘civilised Africans’. ‘Civilised Africans’ are semi-Europeans. This paper is paving the way for the re-awakening and reviving African heritage.