A determination of the instrumentality of Indigenous Local Knowledge in Education for climate change adaptation in Southern Zambia: A Community Learning Approach. Principal Investigator! Project supported by the UoM SEED New Horizons Research & Scholarship Stimulation Fund 2022-23.
This research aims to show how a deeper understanding of the role of Indigenous Knowledge in educating for climate change adaptation in Southern Zambia can be achieved via a Social Learning Approach (SLA) and effectively translated into policy and practice to achieve tangible development outcomes. In this context, local (Indigenous) people can be seen as co-creators of solutions to prevailing challenges associated with climate change. The project’s focus is on SDG13 and target 3 on improving education for climate change action.
Understanding the Learning of Indigenous Children during the COVID-19 Pandemic in Zambia: Towards an Inclusive Response (TIR) in Building Back Better. Principal Investigator! Professor Ane Turner Johnson, Dr Ferdinand Chipindi and Dr Sylvia Mwanza-Kabaghe as Co-Investigators. Project supported by the UoM Humanities Strategic Investment Fund (HSIF), 2022-25.
The project seeks to 1) understand the COVID-19 pandemic’s impact on the learning of children (particularly girls) in Indigenous communities; 2) co-create advocacy toolkits from the evidence that incorporates the knowledge systems of people from Indigenous communities, and 3) conduct research on the process of including people/partners from Indigenous communities in COVID-19 evidence generation & evidence-based advocacy towards a sustainable future. It will achieve these objectives through a participatory framework, ensuring that people from Indigenous communities are involved at each stage of evidence generation (e.g., design, dissemination), underpinned by a theoretical insight into epistemic justice.
A determination of how African academics in Zambia and The Gambia understand and maximise the existing and potential role of Indigenous knowledge and practices within their community-based research: Profiling the ecologically minded university and its contribution to sustainable development. Principal Investigator! Professor Ane Turner Johnson as Co-Investigator. Project supported by the Society for Research Into Higher Education (SRHE).
When engaged authentically, Indigenous knowledge can possibly have a decolonizing effect and contribute to the epistemological diversity of the university, particularly when co-created via community-based research (CBR) initiatives . We used a qualitative cross-case study design, based on relational dialogues with academics, university administrators, and community members in Zambia and The Gambia. The findings emphasize the attributes associated with understanding and institutionalizing Indigenous knowledge and the ways in which Indigenous knowledge can contribute to sustainable development through university engagement. Analysis of data has produced many significant findings including the creation of cultures of inquiry, individual academic experiences, perceptions of incongruity, knowledge management, and methodological considerations, among others. The full report can also be accessed here!
Indigenising Education for Climate Change Adaptation in Cameroon and The Gambia. Principal Investigator. Professors Petra Molthan-Hill, Ernest Molua and Sidat Yaffa as Co-Investigators. Project supported by NTU GCRF and Sustainable
Futures Strategic Research Theme.
Given the economic situation of African countries, their poor infrastructures and support systems, the continent is vulnerable to the devastating effects of climate change. These effects posed challenging conditions in the agricultural, health, transport, fishery and energy sectors, corroding socio-economic growth and threatening development gains and prospects in the region. A concerted effort in tackling what can be considered Africa’s vulnerability to climate change led to The African Development Bank Group’s second climate change action plan (CCAP2). Education can play a critical role! UNESCO asserts that ‘Education is an essential element of the global response to climate change. It helps people to adapt to climate change related trends’ 2020, p.1. The project maintained that any successful impact of education for climate change adaptation must not only draw on scientific knowledge but also other forms of localised knowledge for relatability. The Cameroon phase of the work has been completed.
Forging a university-aided indigenous community education policy: Village elders, informal education and social development in Cameroon. Principal Investigator! Dr Charles Che Fonchingong as Co-Investigator. Project support by BU’s UoA25 Research Development Fund.
We argued that nation building in Africa requires a rethink and interrogation of different forms of Indigenous and modern education within a framework of engaged learning. The conceptual ideas of engaged learning, Indigenous knowledge mediated through higher education institutions are crucial for developing competent and development-oriented learners. Developing a context specific framework, underpinned by a synergy, and harnessing the knowledge capacities of higher education in concert with local communities to enhance social development are fundamental to an outward-facing engaged learning environment. A key output from this project can be accessed here!
Understanding university financial support and bursaries and their impact on students’ decision for higher education/university, choice of degree programme, retention, wellbeing, success and employability. Principal Investigator! Dr Sue Eccles and Professor Debbie Holley as Co-Investigators. Project supported by the Fair Access Agreement Management Group of BU.
Institutional financial supports to students who may be from low income households or experiencing some financial hardship could be said to possess the propensity to enable them to participate in higher education on a somewhat equal basis like their affluent peers. The question as to whether these bursaries are serving the intended purpose of widening opportunities for higher education access, retention and success needed a close examination. It can be maintained that the need for financial assistance as a motivating factor for students requesting support is directly related to having financial security if provided with the relevant support. Furthermore, students’ lack of financial security could lead to them incurring debts which could have adverse repercussions on their studies. A preliminary report from the study can be accessed here!
Dr Marcellus Mbah 