Disobedience, (dis)embodied knowledge management, and decolonization: higher education in The Gambia

Abstract

In this work, we sought to uncover the key strategies and challenges to the integration of Indigenous knowledge as knowledge management practices at a public university in The Gambia. It is often axiomatic in the literature that the incorporation of diverse epistemologies is a key resource for sustainable development; therefore, activities associated with the management of knowledge, particularly in higher education, are worthy of elucidation. We discovered that knowledge management activities at a university in The Gambia were often informal and required the invisible work of faculty. It was through the implicit use of tacit knowledge and epistemic disobedience that faculty were able to build upon a colonized curriculum that denied the presence of other knowledge. However, in the end, faculty were dependent on the power of referents within and without the institution to formalize their knowledge management practices. This work fills an essential gap in the extant literature on how the work of university faculty and managers, when situated within a knowledge management perspective, can contribute to decolonization and foster sustainable development.

The Decolonisation of Climate Change and Environmental Education in Africa

“…How can a student from a town in Okavango region be asked questions that include the experience of a passenger train? People's knowledge structures and processes are among their cultural artefacts; hence, it is an injustice to exclude their key cultural artefacts and introduce foreign artefacts for their use in combating their localised (as well as globalised) challenges such as climate change and environmental challenges [135]. Lessons from studies that reported place-based education, project-based education, and other decolonial forms of education (e.g., [114,118,136]), which tilted towards a learner-centred approach, essentially point to a need to promote an approach that provides an opportunity to contextualise learners' experiences and make learning sensitive to their socio-cultural backgrounds.…”