Purpose We explored the oral traditions of the Luo people as pedagogical resources for advancing social justice education. We sought to show how Indigenous epistemologies, as exemplified by Luo proverbs, can resist colonial erasures, affirm cultural identity and provide tools for justice-driven teaching, learning and critical inquiry. Design/methodology/approach Using interpretive analysis, we examined the pedagogical significance of Luo proverbs as living epistemologies. Framed within social justice education and decolonial theories, we underscored Luo language and literature as intellectual traditions that can both reflect and bolster educational practices of justice. Reflexive engagement as Luo women scholars – one transnational and diasporic, the other locally rooted – guided our analysis. Findings Luo proverbs encode enduring lessons about freedom, interdependence, dialog, reciprocity and stewardship of natural resources. These proverbs can be mobilized to design practices aligned with decolonizing pedagogies, such as discussion circles, collaborative projects, peer mentorship and critical reflection. Therefore, Luo proverbs can be used to foster culturally grounded yet globally relevant approaches to social justice-oriented education. Social implications By integrating Luo proverbs into educational practice, social justice–oriented teachers can affirm Indigenous wisdom as a resource for cultural sustainability, solidarity and liberation, thereby connecting local traditions and localized knowledge to global struggles for equity. Originality/value This article contributes to scholarship on Indigenous knowledge by centering Luo epistemologies, which remain underrepresented in comparative education. We highlight the potential of Luo oral traditions to animate decolonial pedagogies, contribute to a pluriversal and globally situated archive of knowledge and reimagine education as a transformative enactment of justice across landscapes.
Ohito et al. (2026) studied this question.