Decolonising the mainstream education and preserving Indigenous knowledge systems: learning through African Indigenous games

The African Indigenous Games (AIG) previously contributed to children’s cognitive, physical, and societal development, deep-rooted in community values. Despite their contribution, the AIG have been excluded from teaching and learning in mainstream education. There is still little research on the decolonisation of mainstream education to accommodate the AIG. Thus, this study is premised on the African Renaissance theory, which offers insights into reviving the AIG through the decolonisation of mainstream education. Qualitative data was generated with four children, two youth, one Indigenous holder and one digitisation expert from Ga-Mamabolo in the Limpopo Province, South Africa. The data were generated through focus group discussions guided by an interview guide and participatory action research phases, namely planning, action, and reflection. The results reveal that through the decolonisation of mainstream education, the AIG may contribute to the existing curriculum, particularly in learning subjects such as Life Orientation, Creative Arts, Mathematics, and sports.