Education transformation (post) COVID-19: Significance for indigenous knowledge in Uganda — The conversational approach

Abstract

In this chapter, I will discuss the dilemma of formal and indigenous education during COVID-19. Conversationally, I will paint a rough picture of COVID-19 pandemic occurrence in Africa and the bearings on formal and indigenous education. The discussion will then venture into articulating education (formal and indigenous) in the (post) COVID-19 era. It will challenge scholars to think through the profound tasks in fostering the place of indigenous knowledge in (post) COVID-19. In establishing a way forward, the chapter proposes the embracement by educators of disruptive pedagogies. Lastly, the chapter will deliberately discuss the survival of indigenous knowledge post pandemic.

Key words: COVID-19, formal and indigenous education, theorizing indigenous knowledge post COVID-19.