Are young people aware of the value of Indigenous Knowledge (IK)?

Indigenous Knowledge (IK) refers to the unique, local knowledge held by a particular culture, community, or society. This knowledge is traditionally passed down through generations, often orally or through cultural rituals and practices (Nakashima et al., 2000).

It encompasses not only traditional teachings but also deep-rooted understandings inherited from elders and ancestors. IK forms part of a broader cultural framework that includes spiritual beliefs, resource management practices, healing methods, history, language, social norms, and ritual customs.

For generations, Indigenous Knowledge has been preserved and transmitted through storytelling, songs, poems, drawings, maps, and other visual forms.

It has significantly contributed to global cultural diversity and continues to serve as a foundation for sustainable development that is sensitive to local needs and environments.

In many African societies, IK has long served as the primary means of raising and educating children, instilling ethical values, promoting respectful behaviour, and guiding daily life.

Before formal schooling systems emerged, communities relied heavily on this knowledge to teach morality and health practices that used natural resources and to interpret natural phenomena such as weather changes. In rural areas in particular, family gatherings around the fire provided opportunities for parents and elders to teach children how to conduct themselves respectfully, especially in the presence of elders, and how to live harmoniously within the community. When it came to solving social and personal issues, Indigenous knowledge played a central role.

However, in recent times, the use and transmission of IK appear to be fading, particularly among the younger generation.

There is a growing reliance on Western education and modern technologies. While embracing contemporary knowledge and skills is essential, especially in today’s fast-changing, globalised world, it also raises concerns about the neglect and possible loss of Indigenous Knowledge Systems.

The younger generation now often turns to digital tools and social media for information, which, although beneficial in many ways, has contributed to a diminishing interest in traditional practices and values.

This tendency prompts an important question: Do Namibian young people still value Indigenous Knowledge, or do they see it as outdated compared to Western systems?

Preserving and promoting

It seems that only a small portion of today’s youth actively engage with or apply IK in their lives. But is it fair to place the blame solely on them? Perhaps not, because many have not been properly introduced to the value and relevance of IK in the first place. If elders and parents have not passed this knowledge on, how can the youth be expected to uphold it?

This highlights the critical role of parents and older generations in preserving and promoting IK. They must intentionally pass down this wisdom, just as their ancestors did.

Families can begin by introducing children to the basics of IK in everyday life. Participating in cultural events, for example, can offer the youth valuable insight into the richness and relevance of traditional knowledge.

Family gatherings also provide a platform where young people can learn about cultural values, ethical behaviour, and traditional approaches to addressing life's challenges.

I believe many young people would be interested in learning about Indigenous Knowledge but simply don’t know where to begin. This may be due to the fast-paced lifestyles of modern families, where parents often lack the time to share such teachings.

On the other hand, there are also youth who may disregard IK, seeing it as irrelevant or outdated in the modern age. Ultimately, the future of Indigenous Knowledge rests on two important factors: the willingness of parents and elders to teach it, and the openness of young people to learn, apply, and eventually pass it on to future generations.

Dr. Misitilde. Jonas-Iita is a lecturer in the Department of Higher Education and Lifelong Learning at the University of Namibia. She is deeply passionate about Indigenous Knowledge and its application in daily life and education. These views are her own and do not represent those of the University of Namibia.