Paper Details

Name: Aman Preet Kaur
Country: India

Year: 2017
Volume: Volume-4, Issue-2 (July-December)
Page Number: 56-73

ABSTRACT
Indigenous knowledge systems embody the living wisdom of communities that have evolved through centuries of intimate interaction with their natural and social environments. Rooted in oral tradition and collective memory, these systems express the intellectual, ecological, and moral foundations of societies that pre-date modern institutions. Yet in formal education particularly in English Language Teaching (ELT)—these voices remain marginalised. The dominance of Western epistemology and colonial language hierarchies has historically shaped English teaching as a tool of cultural transmission rather than intercultural dialogue. This paper investigates how indigenous knowledge systems can be ethically and pedagogically represented within ELT classrooms. It argues that integrating indigenous perspectives not only supports linguistic development but also fosters inclusivity, cultural respect, and ecological consciousness. Drawing upon postcolonial and decolonial frameworks, the study situates the discussion within the Indian educational context while also referencing global movements in Canada, Australia, and New Zealand. The analysis proposes that English, once an instrument of colonisation, can become a means of mutual understanding when it embraces local epistemologies and indigenous worldviews.