Challenges and Opportunities in Mainstreaming Indigenous Knowledge Systems in African Higher Education: A Case of Social Work in Zimbabwe

Abstract

Efforts to decolonize higher education across Africa have sparked renewed interest in integrating Indigenous Knowledge Systems (IKS) into university curricula. This movement is particularly relevant within social work education, which has historically been rooted in Western epistemologies and practices. As such, it finds itself at a pivotal moment in the transformative agenda aimed at reshaping educational paradigms. This paper investigates the challenges and opportunities associated with mainstreaming IKS in Zimbabwean social work education, providing both an empirical and conceptual examination of curriculum reform, epistemic justice, and institutional resistance. Drawing on a comprehensive review of literature and policy discourse from 2015 to 2025, the study delves into the structural barriers that hinder the incorporation of IKS, such as colonial legacies, donor dependency, and institutional inertia. It also highlights emerging innovations within African-centered pedagogy that present avenues for meaningful change. The analysis underscores the critical need for curriculum reform that not only acknowledges but actively incorporates local knowledge systems, thereby promoting epistemic justice for marginalized communities. Furthermore, the paper posits that despite the constraints, there are significant opportunities for reclaiming and revitalizing social work education through strategic policy reforms and enhanced South-South collaboration. By fostering partnerships among African institutions, the potential for a transformative educational framework emerges, one that is responsive to local contexts and needs. Ultimately, this paper advocates for a paradigm shift in social work education that embraces IKS as a vital component, challenging the dominance of Western frameworks and fostering a more inclusive and equitable educational landscape in Zimbabwe and beyond.