Transforming Academic Literacy: Centering Indigenous Identities in the Classroom
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Date
2025-02-13
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
MDPI
Abstract
This article explores the transformational potential of centering indigenous
identities and heritage within academic literacy instruction in higher education. The dominance of Eurocentric pedagogies in higher education has often marginalized African epistemologies and cultural narratives, limiting students’ engagement and sense of belonging. Drawing on examples such as the Ma’at and Tewahedo traditions, this work argues that academic literacy should embrace Indigenous Knowledge Systems and the cultural capital students bring to the classroom. By integrating indigenous identities into disciplinary discourses, educators can create more inclusive learning environments that
challenge historical power dynamics and elevate marginalized voices. This analysis highlights practical strategies for educators to foster critical thinking, reading, and writing while affirming students’ identities. Ultimately, this article demonstrates that activating Indigenous Knowledge Systems can create classrooms that are inclusive and reflective of African identities.
Description
This article is situated within the field of academic literacy.
Keywords
Indigenous identities, academic literacy, higher education, HUMANITIES and RELIGION::History and philosophy subjects::Archaeology subjects::Archaeology, North European
Citation
Eybers, Oscar. 2025. Transforming Academic Literacy: Centering Indigenous Identities in the Classroom. Genealogy 9: 19. https:// doi.org/10.3390/genealogy9010019