Date

3-10-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Richard Bragg

Keywords

Indigenous knowledge, vernacular, constructivism, Eurocentric, pedagogy, qualitative research

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this hermeneutic phenomenological study is to explore the lived experiences of participants from Mills Elementary School and the Kao-Kao School District (pseudonyms) regarding the integration of pre-colonial traditional pedagogies into post-colonial Eurocentric education systems in sub-Saharan Africa. The guiding theory for this research is Jean Piaget’s constructivist theory, which emphasizes active learner involvement and knowledge development based on prior experience. The main research question asks: What are the lived experiences of community members at Mills Elementary School and the Kao-Kao School District (pseudonyms) concerning the effects of incorporating Indigenous pedagogies into Eurocentric education systems in sub-Saharan Africa? In Chapter Four, the findings from in-person and phone interviews, surveys, and focus group discussions with students, teachers, government professionals, and community members (pseudonyms) are presented. After approval from the Liberty University IRB, qualitative data were collected through semi-structured interviews with 15 participants representing diverse perspectives, experiences, and fields within education, addressing historical imbalances caused by colonial schooling. Participants with similar backgrounds were grouped into themes and sub-themes. Several key themes emerged from the data, which are discussed below. Table 8 summarizes the study’s main findings, highlighting those identified throughout the research. Particular attention was given to the role of mother tongues and vernacular languages in bridging Western pedagogical approaches with Indigenous epistemologies.

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