PHILOSOPHICAL INSIGHTS INTO THE POTENTIAL OF INTEGRATING INDIGENOUS KNOWLEDGE SYSTEMS IN AFRICAN UNIVERSITIES IN PURSUIT OF SOCIAL JUSTICE.

This paper starts off from an observation that the curriculum in higher education, hereafter HE, is predominantly Western-oriented and prioritises foreign knowledge and perspectives that often marginalise indigenous knowledge systems (IKS). The dominance of Western knowledge has caused a disconnection from local cultures and traditions, and students' sense of identity and IKSs, which provide valuable insights into local practices, governance, and sustainable development, are frequently overlooked in favour of Western methods. Equally, academic research suffers an intellectual crisis of prioritising topics that align more with Western interests and funding, preventing critical local expertise and issues that require attention and solutions. Thus, the author explores the philosophical implications of integrating IKS within African universities to foster just societies. It contends that by recognising and valuing the IKS and perspectives, African universities can challenge unjust colonial practices and promote more inclusive educational programmes. Through theories of justice and ubuntu philosophy, historical inequalities established during the colonial era, which continue to affect the socioeconomic and political lives of citizens, limiting educational access for certain groups and perpetuating poverty cycles, are exposed. The author concludes that a holistic approach to HE that embraces IKS and wisdom, and modern academic rigour is necessary in promoting the development of more just, inclusive and equitable societies in Africa. [ABSTRACT FROM AUTHOR]