The undervaluation of Indigenous knowledge, stemming from colonial policies, sets the stage for enhancing local cultural practices into the education for the Bemba (a significant ethnic population in Tanzania). Utilizing participatory methodologies such as the African Oral Traditional Storytelling (AOTS) and Bemba’s inshimi (storytelling that integrates narratives and music), this study examined the collaborative efforts of promoting local history with teachers, students, and community members. The findings revealed that when suitably adapted to contemporary contexts, Indigenous frameworks can substantially enhance student engagement, foster a sense of belonging, and strengthen cultural identity. Embracing culturally enriched educational practices can lead to a more inclusive and participatory learning environment, advocating for the systemic adoption and transformation of Indigenous knowledge in Africa.
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