A journey through time: Exploring Afro-futurism and Igbo cultural heritage in elementary education

Amaka Yvonne  Okafor

doi:10.59400/fes.v2i4.1552

A journey through time: Exploring Afro-futurism and Igbo cultural heritage in elementary education

Amaka Yvonne Okafor Department of Igbo & other Nigerian languages, Nwafor Orizu College of Education Nsugbe, Nsugbe 432108, Anambra

Article ID: 1552

178 Views, 138 PDF Downloads

DOI: https://doi.org/10.59400/fes.v2i4.1552

Keywords: Afrofuturism; Igbo culture; elementary education; cultural heritage; time journey

Abstract

This study explored the significance of including the study of some unrecognized Igbo cultural heritage into the primary education curriculum through the lens of Afrofuturism/African futurism. Drawing from data sourced from interviews conducted among individuals aged 75 years and above, this study illuminates the cultural, nutritional, and educational dimensions of integrating these elements into early education. From an Afrofuturist perspective, education serves as a vehicle for cultural preservation, empowerment, and envisioning alternative futures rooted in African heritage. The inclusion of this yet to be recognized aspect of Igbo cultural heritage in the curriculum not only imparts knowledge of traditional culinary practices and medicinal uses but also fosters a sense of cultural pride and connection among younger generations. By engaging these Igbo cultural heritage with students at a young age, they will develop a deeper understanding of their cultural identity and heritage, which will contribute to a more inclusive and diverse educational experience. More so, the study highlights the potential benefits of integrating indigenous knowledge systems into formal education, promoting sustainability, environmental stewardship, and community resilience. Through hands-on learning experiences related to agriculture, nutrition, and cultural studies, students are equipped with practical skills and critical thinking abilities essential for navigating future challenges like how to improve scientifically the use of the seeds and vegetables mentioned for the betterment of humans’ health as well as checkmate the abuse of them through unconscious overdose usage by people which leads to the damages of the organs of the body. In conclusion, integrating the study of indigenous vegetables and seeds into the primary education curriculum offers a transformative opportunity to cultivate cultural identity, foster intergenerational knowledge transfer, and advance Afrofuturist/African futurist visions of inclusive, empowered futures for African societies.

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Published

2024-10-15

How to Cite

Okafor, A. Y. (2024). A journey through time: Exploring Afro-futurism and Igbo cultural heritage in elementary education. Forum for Education Studies, 2(4), 1552. https://doi.org/10.59400/fes.v2i4.1552

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