Sankofa- Letlhaku le legologolo : a meshed framework for centring Indigenous knowledge in higher education teaching and learning

This literature study explains how teaching and learning for African higher education students can be framed within a meshed Sankofa-Letlhaku le legologolo (Sankofa-Ll) theoretical lens. Indigenous people’s adages offer rich knowledge, teaching and learning resources, yet they are underplayed in higher education institutions due to the colonial education system’s influence. In the article, I discuss the colonial influence on African epistemologies. I describe Sankofa and Letlhaku le legologolo, showing how they mesh to form a powerful teaching and learning framework in higher education. I focus on undergraduate and postgraduate supervision. I further discuss the fundamental principles for Indigenous education, methods and jegnaship for postgraduate supervision, and zoom into how teaching and learning can be framed in Sankofa-Ll. Finally, I provide implications and a conclusion. The framework will help strengthen the indigenisation of higher education teaching and learning to ensure that they relate to the African students’ culture.