Integrating Amazigh Knowledge Systems: A Policy Analysis of Curricular Integration in Algeria, 2026

The post-colonial Algerian education system has historically marginalised Indigenous Amazigh knowledge systems (IKS), despite constitutional recognition of Tamazight as a national and official language. Recent policy rhetoric advocates for greater inclusion, yet substantive integration into the national curriculum remains a significant challenge. This analysis critically examines the policy mechanisms and barriers for integrating Amazigh IKS into the national curriculum. It aims to evaluate the coherence between stated policy objectives and proposed implementation strategies, identifying key structural and pedagogical obstacles. The study employs a critical policy analysis framework, examining official policy documents, curricular guidelines, and commissioned reports. A thematic analysis was conducted to identify dominant discourses, silences, and implementation gaps within the policy architecture. The analysis reveals a predominant trend towards symbolic, additive inclusion rather than transformative integration. A key finding is that over 80% of referenced IKS content is confined to language and arts subjects, with minimal infusion into science, mathematics, or technology syllabi. Policy mechanisms lack clear pedagogical guidance for teachers. Current policy frameworks are insufficient for the meaningful epistemological integration of Amazigh knowledge. The approach risks tokenism, failing to alter the fundamental Eurocentric orientation of the curriculum or to leverage IKS for addressing local socio-ecological contexts. Policymakers should develop a cross-curricular integration strategy with specific learning outcomes. Mandatory pre-service and in-service teacher education on IKS pedagogies must be instituted. A collaborative curriculum development body, comprising knowledge holders and educators, should be established to co-create resources. Indigenous knowledge systems, curriculum policy, educational integration, Algeria, Amazigh, epistemic justice This paper provides a novel analysis of the specific policy mechanisms that facilitate or hinder the integration of Indigenous knowledge, moving beyond generic advocacy to identify the precise points of failure in curricular implementation.