This monograph discusses the integration of traditional African
values into social studies education in Malawi. It targets the
curriculum as a fertile ground for breeding indigenous knowledge
due to its relevance in the development of effective moral,
ethical, and citizenship skills. The discussion occurs in the
context of various studies on the paucity of an indigenous
philosophy and the resulting dearth of local knowledge, which
expose African education systems to Eurocentric values and
ontologies. The study thus responds to recurring calls for the
decolonization and Africanization of the curriculum for locally
generated solutions to African problems. Galafa's critical findings
consolidate the basis for integration of local values into the
curriculum to forge a national identity for Malawi and to develop
education truly relevant to the Malawian society.
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