Repositioning indigenous knowledge in digitally-enhanced global classrooms: A South African perspective on epistemic justice and curriculum innovation

Benjamin Seleke · 2026 · E-Journal of Humanities Arts and Social Sciences

Summary. This paper argues that South African higher education must integrate Indigenous Knowledge Systems into digitally-enhanced classrooms to achieve epistemic justice and curriculum relevance. The author proposes a hybrid framework combining Indigenous knowledge with digital tools like AI and open educational resources, while addressing how Eurocentric digital pedagogy excludes non-Western perspectives. The paper provides specific recommendations for policymakers, universities, academics, and EdTech partners to implement culturally responsive, multilingual digital education.

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@article{seleke-2026-repositioning-indigenous-knowledge-digitally-enhanced,
  title   = {Repositioning indigenous knowledge in digitally-enhanced global classrooms: A South African perspective on epistemic justice and curriculum innovation},
  author  = {Benjamin Seleke},
  journal = {E-Journal of Humanities Arts and Social Sciences},
  year    = {2026},
  doi     = {10.38159/ehass.20267118},
  url     = {https://doi.org/10.38159/ehass.20267118}
}

TY  - JOUR
TI  - Repositioning indigenous knowledge in digitally-enhanced global classrooms: A South African perspective on epistemic justice and curriculum innovation
AU  - Benjamin Seleke
JO  - E-Journal of Humanities Arts and Social Sciences
PY  - 2026
DO  - 10.38159/ehass.20267118
UR  - https://doi.org/10.38159/ehass.20267118
ER  - 

Details

DOI

10.38159/ehass.20267118

Countries

South Africa

Regions

Africa

Categories

education, indigenous-innovation, policy, general-innovation

Added

2026-09-01