Indigenous Knowledge and Lifelong Learning: Towards a Decolonial Framework for Epistemic Justice in South Africa

Indigenous Knowledge Systems (IKS) remain marginalised in mainstream education despite their potential to enrich lifelong learning pathways and strengthen cultural identity. This conceptual paper argues for a decolonial framework that repositions IKS as central to educational design across the lifespan, from early childhood through adult and community learning. Drawing on decolonial theory, Ubuntu pedagogy, and critical Indigenous scholarship, the paper explores how Indigenous epistemologies can foster self-directed learning, intergenerational knowledge transfer, and resilience in marginalised communities. A systematic reading of scholarship on IKS integration highlights persistent barriers: policy centralisation, Western epistemic dominance, and insufficient teacher preparation. To address these challenges, the paper proposes a three-dimensional framework for decolonial lifelong learning: (1) Epistemic Inclusion, embedding IKS as valid and legitimate knowledge; (2) Pedagogical Plurality, incorporating land-based, oral, and spiritual ways of knowing alongside formal schooling; and (3) Community Co-creation, positioning elders and local practitioners as co-educators. This framework not only contributes to epistemic justice in South Africa but also resonates with global debates on Indigenous rights and sustainable education. The paper concludes that reimagining lifelong learning through Indigenous knowledge is essential for addressing inequities and for cultivating future-oriented, culturally sustaining education systems.