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ORIGINAL RESEARCH article

Front. Sociol.
Sec. Race and Ethnicity
Volume 9 - 2024 | doi: 10.3389/fsoc.2024.1456871
This article is part of the Research Topic Reimagining Futures: Decoloniality in Higher Education – An Ubuntu Perspective View all articles

Decolonizing Climate Change Response: African Indigenous Knowledge and Sustainable Development

Provisionally accepted
  • University of South Africa, Pretoria, South Africa

The final, formatted version of the article will be published soon.

    Background: Anthropogenic Global Warming (AGW) poses a critical challenge necessitating effective global climate change mitigation efforts. However, the pervasive influence of scientism in AGW discourse often marginalizes Indigenous perspectives crucial for addressing climate impacts, particularly in Africa where adaptive capacity is limited. Objective: This study, rooted in Transformative Learning Theory and Ubuntu philosophy, employs critical qualitative research methods to examine how scientism shapes AGW discourse epistemologically and ethically. It explores the hindrances posed by climate change denialism and ecomodernism due to scientism while advocating the integration of African Indigenous Knowledge Systems (AIKs) into climate response strategies, particularly within the African education landscape. Methods: Drawing on the theoretical frameworks of Transformative Learning and Ubuntu philosophy, and informed by critical qualitative research methodology, this research analyzes the role of scientism in AGW discourse. It investigates its implications for Education for Sustainable Development (ESD) and discusses arguments for the inclusion of AIK in educational and policy frameworks. Results: The study reveals that scientism perpetuates epistemological biases that undervalue AIK, thereby impeding comprehensive climate response strategies. Pathways are proposed that promote AIK integration and mainstreaming, thereby decolonizing climate response efforts and enhancing ESD within Africa's educational institutions. Conclusion: Integrating insights from AIK, construed in terms of 'exemplary ethical communities' (EEC), into climate change responses is pivotal for fostering inclusive and effective strategies. This approach not only addresses the ethical imperatives of decolonization but also enhances resilience and sustainability in climate-vulnerable regions. Significance: This study contributes to scholarship by highlighting the urgent need to diversify climate response strategies through the inclusion of AIK. By advocating for the integration of wisdom from EECs, it advances discussions on decoloniality within climate change discourse, emphasizing the importance of Indigenous knowledge in global sustainability efforts.

    Keywords: Anthropogenic global warming, Scientism, African Indigenous knowledge, Decoloniality, Education for sustainable development (ESD)

    Received: 29 Jun 2024; Accepted: 06 Nov 2024.

    Copyright: © 2024 David. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: James O. David, University of South Africa, Pretoria, South Africa

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.