Postcolonial cultural relevance in Kisii K–12 schools: a framework for integrating indigenous knowledge

Purpose To explore strategies for enhancing cultural relevance in K–12 education in Kisii by addressing the knowledge gap between formal schooling, which tends to be Eurocentric and the local cultural context of learners. The study seeks to bridge this gap by identifying themes in indigenous knowledge and practices for integration into the formal education system. Design/methodology/approach Semi-structured interviews were conducted involving 60 participants aged 12 and above, drawn from the Kisii tribe in Kenya, including students, parents, teachers, administrators and cultural experts. The data collected from the discourse was analyzed using epistemic network analysis (ENA) to identify patterns and connections in the participants’ opinions. Findings Nine key cultural elements emerged that can be leveraged to support learning and teaching in Kisii K–12 schools: rites of passage, language, heritage, oral traditions, values, beliefs, rewards and punishment, practical learning over theory and local STEM. The views of students diverged substantially from those of cultural experts on which of these themes were most relevant to education. Originality/value The study presents a novel cultural integration and augmentation (CIA) framework and the transfer and adoption of universal principles (TAUP) model. These models offer practical guidance for teacher training to support culturally relevant curriculum development in K-12 education in Kisii and introduce a framework that is transferrable to other settings in the Global South.