posted on 2021-11-29, 17:09authored byDr. Kehdinga George Fomunyam
The current era of the fourth industrial revolution combines digital, physical, and
biological knowledge in ways never seen before. This revolution has resulted in
disruptive technologies and trends, such as robotics, internet of things (IoT), virtual
reality, and artificial intelligence (AI) . The African continent is still behind with
preparations for its future, through relevant unique educational practices for its
populace in this era. This is because very little has changed in the curriculum content of
African education, and post colonial education in Africa is essentially a colonial legacy.
The curriculum is still designed after western models and paradigms, which have little
or no relevance to life in Africa. This paper records the epistemological evisceration of
African-centered intellectual traditions in formal education as a major cause of this
challenge. Proposing the introduction of an itinerant curriculum in the African higher
education sector as a viable solution to this epistemicide, this paper first argues that all
bodies of knowledge(western and indigenous) are valid and significant, and should
therefore be infused together without one placed as superior over the other. The study
concludes that curriculum should reflect the intrinsic value of African culture, language,
customs, and practices. The integration of all bodies of knowledge is the hallmark of an
itinerant curriculum, should support the inclusion of a wider diversity of knowledge in
curriculum theory, and practice.