Indigenous Knowledge Systems in Africa: exclusion of students with disabilities in South African higher education

Abstract While contemporary scholarship seeks to include Indigenous Knowledge Systems (IKS) into epistemology, re-centre knowledge that has been placed in the periphery, Africa largely and South specifically, construction of African (AIK) shaped disability negative ways, hence exclusion persons with disabilities society. The article utilised a review literature as methodology explore ways which AIK constructed, frame negatively exclude students higher education. Decolonial theory informed imperceptible underlying cause about disability. Ubuntu was viewed an philosophy could bring back being humanness those disabilities. Incorporating proverbs relating tolerance curriculum proposed way positive be re-centred, assist inclusion families, communities sought contribute debate placing IKS at centre epistemology number studies have focused on re-centering largely, few looked it from perspective AIK, education context.