Harnessing Indigenous Epistemologies for Sustainable Progress
Ngulube, Patrick
veebr 2025 · IGI Global
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Seeking cognitive fairness in academic institutions requires an emphasis on indigenous knowledge and epistemic freedom that is more pluralistic and inclusive, which is supported by the incorporation of Indigenous viewpoints and wisdom. A more just and equitable learning environment that benefits all academics and students can be achieved by elevating epistemic freedom in the academy and making it a place where cognitive diversity is acknowledged. Indigenous knowledge systems provide distinctive perspectives on sustainable living, community health, and environmental stewardship. To ensure that Indigenous history continues to be a vibrant and living legacy that inspires and enriches the globe, it is important to promote it in a way that both honors the past and influences modern practices.
Harnessing Indigenous Epistemologies for Sustainable Progress challenges the dominance of Western epistemologies by incorporating Indigenous viewpoints and wisdom into academia, fostering a more pluralistic and inclusive approach to knowledge development and transmission. Covering topics including digital preservation, global higher education, and ecological kinships, this book is an excellent resource for policymakers, educators, sociologists, scholars, researchers, academicians, professionals, and more.
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Patrick Ngulube is a National Research Foundation of South Africa-rated researcher who works in the field of interdisciplinary research. He has various research interests, including indigenous knowledge systems and African epistemologies. He is extensively published and has edited relevant books such as the Handbook of Research on Theoretical Perspectives on Indigenous Knowledge Systems in Developing Countries. Hershey, PA: IGI Global and the Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries. Hershey, PA: IGI Global. He is passionate about transformative discourse, including inclusion, diversity, and social and epistemic justice. [Editor]
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