A Transdisciplinary Approach and Indigenous Knowledge as Transformative Tools in Pedagogical Design: The Case of the Centre for Transdisciplinary Studies,University of Fort Hare |
| |
| Abstract: | AbstractHigher education institutions (HEIs) are drivers of social change embedded in a society which is experiencing increasingly complex and multifaceted crises. This is partly attributable to the use of conventional and deterministic problem-solving curricula. A combination of a transdisciplinary approach and indigenous knowledge (IK) as transformative tools in complex systems is critical for pedagogy. This interface embraces the African heritage in Western epistemology putting it on a curricula pedestal which is currently Western-oriented. This article shows how a transdisciplinary approach and IK can transform pedagogies in HEIs through mutual learning and dialogue across disciplines by reflecting on the Life Knowledge Action/Grounding Programme which is a course offered at the University of Fort Hare, South Africa. The article suggests an integration of transdisciplinarity and IK as powerful catalysts for transformation in pedagogical design. |
| |
| Keywords: | indigenous knowledge transdisciplinary approach humanising pedagogy grounding programme University of Fort Hare |
|
|
