Authors : Joseph Mate; Colious Gondwe; Oliver Kambuli; Biggie Shanzuwa; Ackson Kanduza

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/ycyde33a

Scribd : https://tinyurl.com/th4225fx

DOI : https://doi.org/10.38124/ijisrt/26feb426

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This inquiry explored the researched people’s lived experiences, through their perceptions and nostalgic reflections of indigenous knowledge (IK) with respect to pre-colonial and colonial periods. The study presents qualitative findings from personal experiences and information passed on by word of mouth from primary sources of participants from Chikankata, Chirundu and Siavonga districts in southern Zambia. The aim of the study was to explore the meaning that participants derive from their own experiences with IK while tapping into the hitherto silent voices to uncover confidence indigenous people have had in their own knowledge before and after the impact of colonialism. The Afrocentric worldview was used with qualitative data collected from elderly men and women and the middle age men and women in rural communities of the three districts. Sampling was by purposive and snowball techniques on the IK experts or local sages referred to by local people in each site. A combined total of 18 respondents were interviewed. Data presented here heavily relied on descriptions of respondents’ experiences and views and reflections. Therefore, voices of respondents were prominent. Thematic analysis was used to analyse the qualitative data. Data suggests all three categories of participants (elderly men and elderly women, middle aged youth and sages value IK, it processes and benefits but more value was from the elders and sages than it was among the middle aged youth. The same pattern was identified in terms of confidence in IK and nostalgic experiences. Findings strongly indicated that the arrival of Whites, introduction of their education, Christianity and modernity were the dismantling effects of value of IK. This was coupled with parents’ loosened ways of teaching IK to children. Interestingly, all three categories of participants view a blended approach of using IK side-by-side modern knowledge in Zambia’s search for safeguarding IK, socio-economic empowerment, poverty reduction and sustainable development in rural communities.

Keywords : Afrocentric Worldview, Colonial, Colonialism, Indigenous Knowledge and Pre-Colonial

References :

1. Brelsford, W. V. (1965). Tribes of Zambia. Government Printers.
2. Carmody, B (ed.). (2001). African Conversion. Mission Press.
3. Charney, M, W. (2015). Before and After the wheel: Pre-colonial states and transportation in mainland Southeast Asia and West Africa, a paper presented at the EuroSEAS Conference in Vienna.
4. Chilisa, B and Preece, J. (2005). Research Methods for Adult Educators in Africa. UNESCO Education Publishers.
5. Chondoka, Y. A. (1989). Traditional Marriages in Zambia: A Study in cultural History. Mission Press.
6. Colson, E. (1971). The Social consequences of settlement: The Impact of the Kariba resettlement up on the Gwembe Tonga. Manchester: Manchester University Press.
7. Colson, E. (2006). Tonga religious Life in the Twentieth Century. Book World Publishers.
8. Colson, E. (2011). Resilience as a Way of Life in Gwembe Valley: working Paper Social-Ecological Resilience. Series. No. 2011-013.
9. Creswell, W. (1999). Research Design: Qualitative, Quantitative and Mixed Method Approaches. London: Sage Publishers, Inc.
10. Hanyona, S. (2005). “Zambia’s Tonga People Reveal their Environmental Testimonies,” Motion Magazine, October, 25. Accessed on 22/03/22 in motionmagazine.com.
11. https://www.chikyu.ac.jp/resilience/files/WorkingPaper/WP2011-013.Colson.pdf.
12. Kanene, K. M. (2016). “Indigenous Practices of Environmental sustainability in Tonga Community of Southern Zambia,” Jamba-Journal of Disaster Risk Studies, Vol. 8, No. 1, pp. 1-7.
13. Kashoki, M. E. (1978). Language in Zambia. London: Routledge Publishers.
14. Lincoln, Y. S and Guba, E. G. (1994). Naturalistic Inquiry. Beverly Hills: Publishers.
15. Mapara, J. (2009). Indigenous Knowledge Systems in Zimbabwe: Juxtaposing Postcolonial Theory." Journal of Pan African Studies. Vol. 3, No. 1, pp. 139-155.
16. Mapira, J and Mazambara, P. (2013). Indigenous Knowledge Systems and their Implications for Sustainable Development in Zimbabwe. Journal of Sustainable Development in Africa. Vol. 15, No. 5, pp. 90-106.
17. Mawere, M. (2010). Indigenous Knowledge Systems' (IKSS) Potential for establishing a moral, Virtuous Society: Lessons from selected IKSS in and Mozambique. Journal of Sustainable Development in Africa. Vol. 12, No. 7, pp. 209-221.
18. Mawere, M. (2014), Culture, Indigenous Knowledge and Development in Africa: Reviving. Interconnections for Sustainable Development. https://www.researchgate.net
19. Mazrui, A. A (1998). The Africans: A Tripple Heritage - program 1: The nature of a continent.  https://www.youtube.com/watch?v=8-pksToXSL4.
20. Mazrui, A. A and Wondi, C (eds). (1993). Africa Since 1935. The General History of Africa, Vol. 8, UNESCO.
21. Mbiti, J. S. (1968). African Religions and Philosophy. Heinemann.
22. Mwanakatwe, J. M. (1968). Growth and Development of Education in Zambia. Oxford University Press.
23. Ocheni, S and Nwankwo, B. C. (2012). Analysis of colonialism and its impact on Africa. Cross-Cultural communication, Vol. 8, No. 3, pp. 46-54.
24. Posner, D. N. (2003). The Colonial Origins of Ethnic Cleavages: The Case of Linguistic Divisions in Zambia. Comparative Politics, Vol. 35, No. 2, pp. 127-146.
25. Siamwiza, B. S. (2009). Vulnerability and Resilience of Social-Ecological Systems: A Historical Analysis of Vulnerability and Resilience in a Semi-Arid Region of Zambia in Working Papers on Social-Ecological Resilience Series. No. 2009-011, pp. 1-25
26. Siwila (2015) An Encroachment of Ecological Sacred Sites and its threats to the interconnectedness of scared rituals: A Case Study of the Tonga People in the Gwembe Valley. Journal for the study of Religion. Vol.28, No. 2, pp. 138-153.
27. Smith, E. W and Dale, A. M. (1920), The lla-Speaking People of Northern Rhodesia. Macmillan Publishers.
28. Snelson, P. D. (1974). Educational Development in Northern Rhodesia, 1885-1945. Kenneth Kaunda Foundation.
29. Tanyanyiwa, V. I. (2019). Indigenous Knowledge Systems and the Teaching of Climate Change in Zimbabwean Secondary Schools. Journals.sagepub.com/home/sgo. pp.1-11
30. Tiberondwa, A. K. (1978). Missionary Teachers as Agents of Colonialism. NECZAM.