Transforming Indigenous Knowledge and Innovation Systems for African Intellectual Decolonization and Renaissance

Joel B. Babalola; Adesoji A. Oni

doi:10.18290/rns21493.3

Joel B. Babalola University of Ibadan https://orcid.org/0000-0002-7468-9352
Adesoji A. Oni University of Lagos https://orcid.org/0000-0001-6774-2672

DOI: https://doi.org/10.18290/rns21493.3

Keywords: indigenous knowledge, innovation systems, intellectual decolonization, renaissance

Abstract

The application of knowledge (measured in term of entrepreneurship and innovations, research and development, and software and product design) has become one of the spring boards of economic growth. The paper highlights six hindrances to renaissance explosion in knowledge in Africa with special emphasis on inefficiency in indigenous knowledge systems following colonialism. It further highlighted major challenges such as low capacity to invest in advanced human capital, low scientific and analytical capacity, low level of access to education, low digital capacity, low public interest in knowledge systems and low strategic aspiration facing Africa in developing efficient indigenous knowledge systems. The authors, drawing on existing literature and expert consultations, clearly identified and established major challenges being faced by African countries in leveraging on intellectual advances and suggest ways to transform the knowledge and innovation system in moving the continent towards the knowledge economy.

Author Biographies

Joel B. Babalola, University of Ibadan

Joel B. Babalola—Professor of Educational Management at the Faculty of Education, Department of Educational Management, University of Ibadan, Ibadan, Nigeria

Adesoji A. Oni, University of Lagos

Adesoji A. Oni—Associate Professor of Sociology of Education at the Faculty of Education, Department of Educational Foundations, University of Lagos, Akoka-Yaba, Lagos, Nigeria

References

Babalola J. B. (2010), Transition from Chalkboard to Digital Whiteboard: Keeping Pace with Challenges of 21st Century Learning Technologies in a Developing Economy, Journal of Educational Review, No. 3(2), pp. 161–172.

Babalola J. B. (2011), World Bank Support for Nigerian Higher Education: Pleasure, Pains and Pathway Towards a Knowledge Economy. Inaugural Lecture, Ibadan: University of Ibadan.

Babalola J. B. (2012), Role of Education and Research in Rethinking Post-Colonial African Development, [in:] A. O. Ayeni, U. G. Emetarom, A. O. Okwori, J. A. Undie, J. E. Okon (Eds.), Managing Education for National Transformation, Ibadan: NAEAP Publications, pp. 437–458.

Babalola J. B. (2013), Education for Sustainable Development in Africa, [in:] S. Oni (Ed.), Challenges and Prospects in African Education Systems, Trafford Publishing, pp. 875–912.

Babalola J. B. (2014), Reintellectualization of the Deintellectualized Academia in Africa: Process, Product and Pathway, [in:] A. O. U. Onuka (Ed.), Analyzing Educational Issues in Honour of Emeritus Professor Pai Obanya, Ibadan: Society for the Promotion of Academic and Research Output, pp. 344–356.

Babalola J. B. (2015), Tossed by Global Revolutionary Winds: Lessons from Post-Independence Education Reforms in Africa, [in:] K. M. B. Islam, S. N. Iftektar (Eds), International Perspectives Contemporary Education Policy, London, New Delhi, New York, Sydney: Bloomsbury and IIM, Kashipur, pp. 17–32.

Babalola J. B., Emunemu B. O. (Eds.) (2003, 2006), Issues in Higher Education: Research Evidence from the Sub-Saharan Africa, Lagos: Bolabay Publications.

Babalola J. B., Popoola L., Onuka A., Oni S. Olatokun W., Agbolahor R. (2008a), Reforming Higher Education in Africa, Ibadan: HERPNET and University of Ibadan Postgraduate School.

Babalola J. B., Popoola L., Onuka A., Oni S., Olatokun W., Agbolahor, R. (2008b), Revitalization of African Higher Education, Ibadan: HERPNET and University of Ibadan Postgraduate School.

Babalola J. B., Popoola L., Onuka A., Oni S., Olatokun W., Agbolahor, R. (2008c), Towards Quality in African Higher Education, Ibadan: HERPNET and University of Ibadan Postgraduate School.

Bamiro O. A. (2012), The Nigerian University System and the Challenges of Relevance: Convocation Lecture University of Lagos, Akoka-Lagos, 12 January.

Beck U. (1992), Risk Society: Towards a New Modernity, London: Sage.

Dewey J. (1938), Experience and Education, New York: Macmillan.

Held D., McGrew A., Goldblatt D., Perraton J. (1999), Global Transformations: Politics, Economics and Culture, Stanford, CA: Stanford University Press.

Kotschi J. A., Waters-Bayer A., Adelhelon R., Hoeste U. (1989), Eco Farming. Tropical Agroecology, Weikersheim: Magraf Verlag.

Mazrui A. A. (2005), Pan-Africanism and the Intellectuals: Rise, Decline and Revival, [in:] T. Mkandawire (Ed.), African Intellectuals: Rethinking Politics, Language, Gender and Development, Dakar: CODESRIA, pp. 19–46.

McNeill J. R., McNeill, W. H. (2006), Verkottunut ihmiskunta. Yleiskatsaus maailmanhistoriaan, transl. N. Vilokkinen, Tampere: Vastapaino.

Meredith M. (2006), The State of Africa: A History of Fifty Years of Independence, London: Free Press.

Migo M. G. (2004), The Role of African Intellectuals and “the Way Dorward” for the Social Sciences, [in:] R. Mukana, M. Rutanga (Eds.), Confronting Twenty First Century Challenges: Analyses and Re-dedications by National and International Scholars, Vol. 1, Kampala, Uganda: Faculty of Social Sciences, Makerere University, pp. 27–40.

Mkandawire T. (2005), African Intellectuals and Nationalism, [in:] T. Mkandawire (Ed.), African Intellectuals: Rethinking Politics, Language, Gender and Development. Africa in the new millennium, London, UK: Zed Books, CODESRIA Books, pp. 10–55.

Mutume G. (2010), Rough Road to Sustainable Development, Africa Renewal, Vol. 18, Issue 2, pp. 19–20.

Nanyaro G. F. (2004), Support to Legislative Development in Tanzania and Preparation of Adraft Aquaculture Policy, Kenya: Kenya project.

Nwokeabia H.; United Nations. Economic Commission for Africa (2001), Why industrial revolution missed Africa: a “Traditional Knowledge” Perspective, Addis Ababa: © UN. ECA, https://hdl.handle.net/10855/457

Onyenekenwa C. E. (2011), Nigeria’s Vision 20:2020 — Issues, Challenges and Implications for Development Management, Asian Journal of Rural Development, Vol. 1, pp. 21V40.

Philips A., Titilola T. (1995), Indigenous Knowledge Systems and Practices: Case Study from Nigeria, Ibadan, Nigeria: Nigerian Institute of Social and Economic Research (NISER).

Richard P., Slikkerveer L. J., Philips A. O. (1989), Indigenous Knowledge Systems for Agriculture and Rural Development: The Cikard Inaugural Lectures (Studies in Technology and Social Change, No. 13), Ames, Iowa: Technology and Social Change Program, Iowa State University and Academy for Educational Development.

Soubbotina T. P. (2004), Beyond Economic Growth: An Introduction to Sustainable Development, Second Edition, Washington, D.C.: © World Bank, https://openknowledge.worldbank.org/handle/10986/14865 License: CC BY 3.0 IGO.

Sousa E. C., Raizada M. N. (2020), Contributions of African Crops to American Culture and Beyond: The Slave Trade and Other Journeys of Resilient Peoples and Crops, Frontiers in Sustainable Food Systems, December 15, 2020, https://doi.org/10.3389/fsufs.2020.586340

Stehr N. (1994), Knowledge Societies, London, EK: Sage Publications.

Wallace S. (2007), Oxford Dictionary of Education, Oxford, UK: Oxford University Press.

Warren D. M., Cashman K. (1989), Indigenous Knowledge for Agriculture and Rural Development: Some Practical Applications (Paper presented at the conference on Indigenous knowledge systems), Washington, D.C.: ABD.

World Bank (1994), World Development Report 1994: Infrastructure for Development, New York: Oxford University Press. © World Bank, https://openknowledge.worldbank.org/handle/10986/5977 License: CC BY 3.0 IGO.

World Bank (2000), The World Bank Annual Report 2000, Vol. 1: Annual Review and Summary Financial Information, Washington, D.C. © World Bank, https://openknowledge.worldbank.org/handle/10986/13935 License: CC BY 3.0 IGO.

World Bank (2007), Recruiting, Retraining, and Retaining Secondary School Teachers and Principals in Sub-Saharan Africa, Washington, D.C.: World Bank.