The critical challenges that humanity is confronted with can only be addressed through global collaboration and partnerships. In the education sector, this requires that different epistemologies...Show moreThe critical challenges that humanity is confronted with can only be addressed through global collaboration and partnerships. In the education sector, this requires that different epistemologies are acknowledged and appropriate indigenous or traditional knowledge employed in local contexts. Didactical approaches to incorporate less authoritative knowledge systems in the internationally dominant Western scientific higher education curricula, remain contentious. In the highly politicised context of globalisation this leads to intense theoretical debates. In Africa the mounting tension between proponents of internationalisation and Africanisation, and in South Africa specifically, the rising demand for transformation and a decolonised curricula, impedes the fusion of local and-global knowledge paradigms. Using a Dutch funded food and nutrition security collaboration project between selected Dutch and South African higher education agricultural institutes as research field, this study set out to determine to what extent South African academics support the inclusion of indigenous and local knowledge in their curricula, and to what degree this is realised in practice. In conclusion, the challenges and opportunities as perceived by research participants are clustered and summarised.Show less
