Overview

After centuries of colonialism and imperialism, many indigenous knowledge systems have been purposefully disregarded and forgotten, to the point that the vast majority of the public, but specifically researchers, are completely unaware of their existence. By utilizing these systems in conjunction with action learning and action research, it can be possible to garner perspective and influence from all types of people regardless of their social or economic standing in working towards an inclusive and prosperous global society. Enabling Indigenous Knowledge Systems in Action Research and Action Learning encourages researchers the world over to apply Indigenous Knowledge Systems (IKS) using Action Research and/or Action Learning (AR/AL) approaches in their fields of specialization. The AR/AL framework, approaches and methodologies cut across almost all field of studies. Covering topics such as action research and learning, coloniality, and professional development, this book is an excellent resource for researchers, academicians, educators, pre-service teachers, sociologists, and more.

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9798369351246

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Tomé Awshar Mapotse was formerly a Technical Education teacher; Departmental Head of Mathematics, Science and Technology Education; School Principal for Leaners with Special Needs; Technology Education (TE): teacher, lecturer, and senior lecturer. Currently a Full Professor at the University of South Africa (Unisa) where he is designing online open distance modules that are Africanized and incorporate Indigenous Knowledge Systems (IKS). Passionate about community engagement, Action Research (AR), IKS, and Open Distance Learning (ODL) with TE teachers. He is a pan-Africanist. Prof Mapotse supervises students registered for Masters and Doctoral (M&D) degrees within Unisa and have respectively examined other M & D dissertations and thesis from other universities. Purpose driven by the vision of Unisa, Prof Mapotse has therefore upheld the high standard of research and reporting in ODL, where he has shared his findings in journals and conferences both nationally and globally. He has contributed book chapters on ODL, TE, IKS, AR and Environmental Education (EE) in other books. Having couple of years at the contact university, this fact alone put him in a better position as an author to write effectively and efficiently about both distance and contacts modes of delivery. Proud to lift the African flag in any field. Emmanuel Tetteh is a Contributing Doctoral Research Faculty Mentor at Walden University, a Research Faculty at Saybrook University, a Dissertation Faculty at California Baptist University, a Senior Lecturer at Mercy University, & an Adjunct Professor at Metropolitan College of New York (MCNY). He was a Senior Lecturer at Norwich University, a faculty member at Grand Canyon University and Capella University, and mentored several doctoral candidates. He holds BPS & MS degrees from MCNY and a Ph.D. from Walden University. Through his master’s degree research program that led to a grounded theory, Dr. Tetteh coined the metaphor of “Communal Photosynthesis (CP),” developed the “creative-reflective methodology,” unraveling the Identify, Act, Reflect, Evaluate, and Produce (IAREP) model for participatory action research, and an Internet of Things (IoT) action-learning solution model of big data policy-analytic epistemology. He serves as International Vice President of Action Learning, Action Research Association. Tsebo Kgoto Matsekoleng holds a PhD in Environmental Education from University of South Africa. The co-editor published 10 papers, including 7 research articles, two book chapters and one conference paper. He is an action research practitioner in Environmental Education with a research focus on environmental issues, action research, sustainable development, sustainability, curriculum, and Indigenous Knowledge Systems and teaching.

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