Author
Inyang, I.
Abstract
The purpose of this paper is to advance the possibility of using educational drama to renew
the interest of children in their Indigenous knowledge resources. Using a practice-led
experiment with a group of approximately 50 Ibibio children aged 9-12, in selected primary
schools in Akwa Ibom State, Nigeria, the available indigenous knowledge resources, namely
proverbs, folktales, storytelling, myths, folksongs, and games were applied and examined in
an educational context. Based on this background, this paper proposes the application of
constructionism, participatory learning and play-crafting as a learning method for schools in
Sub-Saharan Africa. The paper concludes that through various levels of investigation and
field experiment, it is established that the application of indigenous resource could transform
the learning experience for children with optimal benefit to the child and society.
Keywords
Indigenous Knowledge, Play, Child Drama, Folktales, Play-crafting.
Introduction
Indigenous knowledge is the original knowledge that informs how people live and conduct
their lives in a particular society. Indigenous knowledge is a field of study and a concept that
has been widely researched by linguists, sociologists, historians, cultural researchers,
literary scholars, anthropologists among others. Most of the researchers have focused on
threats to the indigenous knowledge systems in different societies. However, the focus of this
study, is on how young learners in these contemporary times could be encouraged to embrace
and identify with their indigenous resources as a tool of education and knowledge building
using creative processes. Acore component of indigenous knowledge is language. Language
is the fulcrum of a people's identity; it provides the background to who we are as a people
located in different parts of the world. Without language there cannot be communication or
any development. Language is one cultural aspect that is linked to both education and
indigenous knowledge transfer, because language carries culture, and culture also carries
language; hence one may ask how else indigenous languages could be promoted and
preserved if not via language (Mapara & Mutasa, 2011).
Content
The indigenous knowledge resources including myths, folktales, songs, dances and proverbs
of the Ibibio people are gradually losing their position as instruments of societal health building and knowledge transfer from generation to generation. This paper aims at applying
the folk cultural lessons of the Ibibio in a process of play-crafting and drama with children.
The purpose is to investigate whether it is possible to use drama to get the renewed interest of
children in indigenous knowledge resources to aid or teach the moral lessons, thereby
enhancing the societal well-being of the Ibibio people and that of southern Nigerians. In
doing this, the paper also aims at establishing a basis for the application of the outcomes of
this research by future teachers and educators in the Akwa Ibom State.
Conclusion
This paper examined a dramatic basis for teaching and learning premised on the exploration
of indigenous resources. Using an experiment with pupils ages 9-12 in selected schools in
Akwa Ibom State, Nigeria, the paper analysed the context, constraints and outcomes of
creative education focused on moral development and cultural awareness. Through this
analysis, a contextual basis for the application of indigenous knowledge in education has been established in sub–Saharan Africa and provides the template for further experiments in
other contexts. Based on this background, this paper is able to conclude that the development
of children's cognitive abilities and overall intellectual development can tap from available
indigenous resources thereby reducing the complete dependence on foreign cultural and
educational norms and materials.
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