ABSTRACT
Growing attention in global sustainability discourses recognizes indigenous knowledges as an alternative approach towards sustainability. However, the indigenous sustainability rhetoric is baseless if not augmented with evidence on the ground. To illustrate the groundedness of indigenous knowledges, this chapter provides examples of indigenous sustainability norms, ethics, and practices from southern Africa. It suggests ways to include indigenous sustainability knowledge in undergraduate and graduate courses via text-based learning, field study, and active learning. The chapter aims to move beyond Western-centric perspectives from the global north by addressing the deeply contextualized and community-oriented nature of indigenous sustainability knowledge and practices from the global south. It thus contributes to de-colonizing higher education. Discussing the role of sacred natural sites, taboos, myths and proverbs, and livelihood practices that promote biodiversity and community cohesion, the chapter evinces how they offer an alternative and complementary approach to conventional westernized sustainability education. Indigenous practices may facilitate resilient adaptation to changing environment. They also model an ethic of care and a holistic spiritual awareness. Deeply studying them is required in learning that aims to be democratic, inclusive, and relevant to local contexts.
