Indigenous knowledge often faces barriers to integration in primary school classrooms
In short: A systematic review of 14 studies found that indigenous knowledge is frequently neglected within formal education systems. Researchers examining primary schools in developing and emerging countries observed that various factors influence how indigenous culture is represented in the classroom, often creating obstacles to its inclusion.
The review identified that the formal school environment often treats indigenous knowledge as an inferior social experience. However, the findings suggest that understanding local contexts is essential for creating interventions that foster intercultural dialogue.
Why it matters: Integrating indigenous knowledge requires a deep understanding of local contexts to overcome systemic educational barriers.
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