Mutual Developments on Decolonial Interaction between Schools and Community

This paper has summarized work and achievements made in a number of collaborative conferences that treats decolonization as a process of undoing the multifaceted impacts of colonization and re-establishing strong contemporary Indigenous nations and institutions based on traditional values, philosophies, and knowledge. As an overview, the report in the paper posits that educational institutions must become the prime movers of the process, as the educational curriculum determines the kind of citizens it develops. A decolonized curriculum includes various types of knowledge, especially indigenous knowledge, and this is found not just from scholars but from practitioners in the communities. The paper demonstrates how the partners actively engaging actively in decolonial praxis, developing an interaction between communities and the school to enhance tapping of credible information usually ignored by scholars. The method used was through talks in schools, communities, activists and artivists, poems, skits, songs and Interviews with Key Informants. Discussions, photographs, and video clips, and a traditional rite on a distinguished scholar are illustrative of the work. In all these interaction key findings are most of what is taught in schools and practised in our communities is corrupted version of our history, culture, spirituality that is leading to total loss of indigenous languages and Identity of former colonial states. Recommendations were made to scholars to engage in research to fight for visibility and acceptance of information obtained through orature, and acceptance of work written in local languages.