Africentric Pedagogy: A Methodical Inclusion of African Aboriginal Knowledge Systems in Cameroon’s Formal Education System

Aim: Developing and promoting a culturally relevant school curriculum in the teaching and learning environment is one step to overcoming systemic inequalities and closing the education achievement gap of learners of African descent. This paper proposes methodological approaches for integrating African Indigenous Knowledge Systems (AIKS) into Cameroon's formal education system to promote cultural relevance and educational equity. Methods: This paper is conceptual in nature with contextual narrative analysis of empirical literature. This paper was anchored on the Integrated Theoretical Framework by Dasen, 2003 and the Developmental Niche Theory by Super & Harkness, 1986. Results: The issue of education in Africa and Cameroon in particular, has been central to the curriculum development process since independence and reunification to the present. Post-colonial school curricula in Cameroon are mostly dominated by western values, knowledge and pedagogies at the expense of indigenous knowledge and epistemologies. Integrating African indigenous knowledge systems (AIKS) into Cameroon's educational system could improve its relevance. This is due to the holistic, community-based nature and approach of AIKS to education and knowledge production. However, this requires an African indigenous theoretical framework of knowledge to guide the integration process. The framework should also clarify the relevance of African Indigenous languages in knowledge production and share in the era of globalisation. Conclusion: Researchers have highlighted the need for inclusion of indigenous knowledge systems in formal schooling but there is little literature as to how exactly these systems can be included. Recommendation: The methodology to include indigenous knowledge systems in schools include but are not limited to: Inclusion as Independent Subjects and inclusion as Instructional and Learning Methods in Mainstream Subjects (e.g., curriculum reform processes, teacher training needs, community involvement). The Role of Elders in Teaching Indigenous Knowledge Systems.