Endogenous Knowledge, Education and Development in Cameroon
Savoirs endogènes, éducation et développement au Cameroun
Published on Friday, May 16, 2025
Abstract
This call emphasizes that endogenous knowledge is dynamic and offers valuable contributions to health, education, economics, and social structures resulting in development; and also argues for comprehensive curricular reform, teacher training, and the institutionalization of traditional knowledge to create a more equitable, relevant, and effective education system in Cameroon. This call for papers therefore, encourages researchers and stakeholders to explore how endogenous knowledge can create a more equitable, relevant, and effective educational framework for Cameroon's development.
Announcement
Argument
Endogenous knowledge, often referred to as local knowledge, is generally defined as knowledge specific to a cultural community, transmitted from generation to generation. According to Hountondji (1994), "endogenous knowledge" pertains to the knowledge that a society regards as an essential component of its cultural heritage.
Since the conclusion of colonial rule, African nations, particularly those in French-speaking regions, have experienced a significant trend towards the Westernization of knowledge. This historical evolution, which commenced with the colonization process, has been exacerbated by the adoption of imported educational models, advancements in information and communication technologies, and, more recently, the advent of artificial intelligence. These systemic transformations have contributed to the marginalization, and in some cases, the gradual suppression, of indigenous knowledge, which remains central to the cultural, educational, social, and economic dynamics within African communities (Zahan, 1970; Hampaté Bâ, 1972; Tounsoucka Wantouang, 2022).
In a global context characterized by cultural and cognitive standardization, the preservation, transmission, and integration of endogenous knowledge into development policies has emerged as a strategic priority. This knowledge, which stems from local traditions, environmental observations, and community practices, represents a collective intelligence that has been handed down through generations. Nonetheless, historical colonial influences and ongoing post-colonial dynamics have contributed to the establishment of a knowledge hierarchy that positions Western—often referred to as scientific—knowledge at the apex of academic legitimacy. This, in turn, marginalizes indigenous knowledge, which is frequently deemed 'archaic,' 'irrational,' or 'unscientific' (Zahan, 1970; Hampaté Bâ, 1972).
In the context of epistemic imbalance, numerous international conventions have emerged to support the recognition and enhancement of local knowledge and specific territorial characteristics. The UNESCO World Heritage Convention (1972), the Convention on Biological Diversity (1992), the Convention for the Safeguarding of the Intangible Cultural Heritage (2003), and the Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005) have collectively reaffirmed the significance of incorporating traditional knowledge into sustainable development processes, particularly by integrating it into both formal and non-formal education systems (UNESCO, 2003; 2005).
Nonetheless, despite these international normative efforts, the situation in many French-speaking African countries, including Cameroon, continues to be characterized by the dominance of exogenous educational models and limited institutional recognition of endogenous knowledge. Currently, Cameroonian schools perpetuate a system of transmission that is inadequately grounded in the local socio-cultural context. The curricular content, instructional languages, teaching methods, and skills frameworks frequently fail to align with the realities faced by students and their local communities (Guillorel, 2012; Wayikpo, 2021).
Global technological advancements, artificial intelligence, digital platforms, and standardized educational frameworks continue to perpetuate this hegemony. Cameroon, similar to other countries in sub-Saharan Africa, finds itself navigating the tension between the demands of modernization and the necessity of preserving a cultural identity deeply rooted in endogenous practices (Foué Yogo, 2015). Often referred to as "Africa in miniature" due to its diverse populations, languages, and symbolic systems, Cameroon possesses considerable anthropological richness that encompasses a wide array of indigenous knowledge related to health, agriculture, traditional education, conflict resolution, and social organization. However, within the Cameroonian education system, this invaluable knowledge is seldom acknowledged or integrated; when it is, such recognition is often relegated to folkloric or peripheral status (Wayikpo, 2021).
The official curriculum, modeled primarily after French and subsequently Anglo-Saxon educational paradigms, emphasizes abstract, technical, and decontextualized approaches that frequently fail to align with local realities or community needs. This dissonance creates a significant divide between academic institutions and society, as well as between institutional knowledge and popular wisdom. Consequently, rather than serving as a catalyst for integrated development, schools in Cameroon sometimes function as sites of cultural fragmentation, diminishing the value of indigenous knowledge while perpetuating a Western model of development that overlooks local resources (Guillorel, 2012; Tounsoucka Wantouang, 2022).
Endogenous knowledge is far from being a static relic of the past; rather, it represents dynamic and evolving systems that can engage in dialogue with contemporary scientific discourse. In the health sector, for instance, endogenous knowledge provides complementary practices to biomedicine, as evidenced by research into traditional pharmacopoeias (Mairama, 2021). From an educational perspective, it serves to contextualize learning more effectively, enabling students to establish their identities. Economically, this knowledge fosters local innovation, supports endogenous entrepreneurship, and facilitates adaptation to local realities. In the realm of social anthropology, it encapsulates collective wisdom and social regulatory mechanisms that are often overlooked by dominant paradigms (Modjom Tchuenchié, 2021). The research conducted by these scholars demonstrates that the integration of endogenous knowledge into the Cameroonian education system serves as a strategic lever for promoting truly inclusive and sustainable development. This integration could lead to:
- Strengthening learners' identities,
- Promoting local cultural resources,
- Developing contextually relevant skills,
- Stimulating innovation grounded in well-established community practices,
- Encouraging a more participatory, contextualized, and practical approach to education that benefits local development (Hampaté Bâ, 1972; Modjom Tchuenchié, 2021).
The revaluation of endogenous knowledge should not be merely a symbolic juxtaposition within educational discourse. It necessitates comprehensive curricular reform, training for teachers in epistemological diversity, adequate documentation and transmission of local knowledge across generations, and the institutionalization of traditional knowledge as a valuable educational resource.
Given this context, this call for papers aims to encourage researchers, practitioners, educators, holders of traditional knowledge, and stakeholders in development to critically examine how endogenous knowledge can be harnessed to create a more equitable, contextually relevant, and effective educational framework for the advancement of Cameroon.
Axes for Consideration
Proposals for articles may address one or more of the following axes in relation to the development of Cameroon:
- Axis 1: Endogenous Knowledge and Technological Innovation
- Axis 2: Endogenous Knowledge and Learning
- Axis 3: Endogenous Knowledge and Conventional Medicine
- Axis 4: Endogenous Knowledge and Community Development
- Axis 5: Endogenous Knowledge and Socio-Professional Integration
- Axis 6: Development of Endogenous Knowledge and Skills
- Axis 7: Endogenous Knowledge and Religious Beliefs
- Axis 8: Endogenous Knowledge and Migration
- Axis 9: Endogenous Knowledge and Social Dynamics
- Axe 10: Endogenous knowledge and epistemologies
Guidelines for writing articles
Proposals for articles to be sent for evaluation must meet the following conditions:
- The work must be unpublished and not have been submitted for publication elsewhere.
- The title of the article, short and to the point, size 14, line spacing 1.5, centred, bold.
- Enter the first name(s) and surname(s) of the author(s) (in bold, size 12), followed by his/her/their institution(s) of affiliation and the e-mail address of the principal author (size 10) with capitals at the beginning of the sentence only.
- All articles must be preceded by a 250- 300 word summary in French and English, followed by 3 to 5 keywords in small type.
- The body of the text must be entered in a Word file. The font is Times New Roman, size 12, 1pt line spacing, 2.5pt margins.
- Articles should be between 15 and 20 pages long, including bibliography and footnotes, preferably with no more than two authors, except for articles resulting from team research projects.
- All paragraphs (bold headings, small type) should be distinct, with a single space. Segmentation into 2 or even 3 levels of headings is sufficient. Arabic numerals must be used.
- References in the body of the text should comply with APA 7th Edition standards. Quotations should respect copyright. Long quotations should be highlighted with indentation. The bibliographical references at the end of the article should be limited to the publications cited in the article and should be arranged alphabetically and chronologically.
- Authors must have their articles proofread before submission.
Once the article has been accepted or has received a favorable evaluation contingent upon certain modifications, the author is required to make the revisions recommended by both the two assessors and the editorial committee at their earliest convenience. Articles that have been returned will undergo a final assessment to ensure conformity with the required standards any article that does not comply with these principles will simply be rejected.
Submission procedure
Languages: English or French
Proposals for papers should be sent to the following e-mail addresses: femmes.chercheurs@gmail.com
by 15th june 2025
Important Dates
- Call publication date: 12th May 2025
- Deadline for submitting proposals: 15th June 2025
- Abstract returned to authors: 15th July 2025
- Deadline for submission of the written version of the article: 12th September 2025
- Article returned to authors: 11th October 2025
- Deadline for submission of the final written version of the article: 12th November 2025
- Publication date: 30th December 2025
Scientific Committee
- Pr. Kpwang Kpwang Robert, University of Yaounde 1
- Pr. Njikam Savage Olayinka M, University of Douala
- Pr. Tchombe Therese, University of Buea
- Pr. Dikoumè Albert François, University of Douala
- Pr. Mpoche Kizitus Nformi, University of Yaounde 1
- Pr. Neba Ayu'nwi, University of Buea
- Pr. Assoumou Jules, University of Douala
- Pr. Fombele Eunice, University of Buea
- Pr. Atenga Thomas, University of Douala
- Pr. Mondoue Roger, University of Dschang
- Pr. Tchumtchoua Emmanuel, University of Douala
- Pr. Nzogue Jean Baptiste, University of Douala
- Pr. Ntjam Marie-Chantale, University of Douala
- Pr. Brenda Nachuah Lawyer, University of Douala
- Pr. Nadeige Laure Ngo Nlend, University of Douala
- Pr. Same Ekolle, University of Douala
- Pr. Anafak L. A. Japhet, University of Yaounde 1/ULB
- Pr. Messina Mvogo Ernest, University of Douala
- Pr. Ekorong A Mougnol Alain F., University of Douala
- Pr. Mélingui Ayissi Norbert, University of Douala
- Pr. Bot Martin Luther, University of Douala
- Pr. Asonganyi Esther, University of Bamenda
- Pr. Tegna Edith Mireille, University of Ngoundere
- Pr. Wainkem Praxidis, University of Yaounde 1
- Pr. Fasse Mbouya Innocent, University of Douala
- Pr. Linda Ankiambom Lawyer, University of Yaounde 1
- Pr. Wogaing Fotso Jeanette, University of Douala
- Pr. Ngo Balepa A., University of Douala
- Pr. Medjo Elimbi Solange, University of Douala
- Pr. Mbu Martha, University of Douala
- Pr. Amabiamina Flora, University of Douala
- Pr. Bikoko Isidore P., University of Douala
- Pr. Mballa Elanga Edmond VII, University of Douala
- Pr. Nguiepi George Victor, University of Douala
- Dr. Oscar C. Labang, St. Lawrence University Institute
- Dr. Mary Louisa Lum, University of Douala
Members of the association ”Femmes Chercheures” include:
- Pr. Brenda Nachuah Lawyer (MC) (Founding President)
- Pr. Marie-Chantale Ntjam (MC)
- Pr. Njikam Savage Olayinka M (MC)
- Pr. Ngo Nlend Nadeige Laure (MC)
- Dr. Mary Louisa Lum (CC)
- Dr. Douanla Djiala Adeline Merlyne (CC)
- Dr. Vivian Ntemgwa Nkongmenec (CC)
- Dr. Kemegne Simo Léa Lili (CC)
- Dr. Gertrude Palai Baipamé. (CC)
- Dr. Abang Elisabeth Bi Maondo. (CC)
- Dr. Prisca Fanie Begheni Talla (CC)
- Dr. Marie Ange Akoa (CC)
- Dr. Wokwenmendam Nkouo Ninon (CC)
- Dr. Chantal Kamole C. Moukoko (CC)
- Dr. Rose Angeline Abissi (CC)
- Dr. Djombi-Siké Moukouri Madeleine (Ass)
References
Foué Yogo, A. M. (2015). Identity rituals and African names. Yaoundé: University of Yaoundé I.
Guillorel, H. (2012). Onomastics, identity markers and plurilingualism. Law and Politics, (64), 11-50.
Hampaté Bâ, A. (1972). Aspects of African civilization. Présence Africaine.
Hountondji, P.J. & Codesria (1994). Les savoirs endogènes: pistes pour une recherche. Codesria
Mairama, R. (2021). Immersion onomastique chez quelques peuples du Nord-Cameroun. L'Harmattan.
Modjom Tchuenchié, J. (2021). Patrimoine culturel de la chefferie Bayangam à l'Ouest- Cameroun : Matériau pour l'histoire, référent identitaire et outil de développement (XIXe-XXe siècles) [Doctoral thesis, University of Dschang].
Tounsoucka Wantouang, S. (2022). Le système anthroponymique massa sous le prisme du modernisme. In A. C. Pangop Kameni & H. Fotso (eds.), Culture et modernité au Cameroun (pp. 43-74). Douala: éditions du Gracas.
UNESCO. (1972). Convention concerning the Protection of the World Cultural and Natural Heritage. https://whc.unesco.org/fr/convention/
UNESCO. (2003). Convention for the Safeguarding of the Intangible Cultural Heritage. https://ich.unesco.org/fr/convention
UNESCO. (2005). Convention on the Diversity of Cultural Expressions. https://en.unesco.org/creativity/convention
Wayikpo, K. M. (2021). Les savoirs endogènes et leur place dans les systèmes éducatifs africains.Multilinguales, (15),12-27. https://journals.openedition.org/multilinguales/5303
Zahan, D. (1970). Religion, spiritualité et pensée africaines. Payot.
Subjects
- Science studies (Main category)
- Zones and regions > Africa > Sub-Saharan Africa
- Periods > Modern > Twenty-first century
- Zones and regions > Africa > Sub-Saharan Africa > Central Africa
Places
- Femme chercheures Université de Douala
Douala, Cameroon (+237)
Event attendance modalities
Full on-site event
Date(s)
- Sunday, June 15, 2025
- Friday, September 12, 2025
Keywords
- savoirs endogènes, éducation, développement, Cameroun
Contact(s)
- Marie-Chantale NTJAM
courriel : ntjamcinq [at] yahoo [dot] com - Adeline Merlyne DOUANLA DJIALA
courriel : adelinedjiala [at] yahoo [dot] fr
Information source
- LAWYER Brenda Nachuah
courriel : bdiangha [at] gmail [dot] com
License
This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.
To cite this announcement
« Endogenous Knowledge, Education and Development in Cameroon », Call for papers, Calenda, Published on Friday, May 16, 2025, https://doi.org/10.58079/13xt4
