Indigenous Knowledge Systems in Arts and Humanities Practice: A Policy Analysis of Kenya's Indigenous Cultural Practices

Indigenous Knowledge Systems (IKS) in Kenya's arts and humanities sector encompass a rich tapestry of traditional practices, beliefs, and cultural expressions that have shaped the country's artistic landscape for centuries. The study employs a qualitative approach to analyse existing literature, government documents, and interviews with key stakeholders within the Kenyan arts sector. A notable finding is the consistent underrepresentation of IKS in mainstream arts education frameworks, which represents an area ripe for policy intervention. There is also evidence suggesting that integrating IKS into curricula can lead to increased student engagement and cultural awareness. Current educational policies often overlook the integration of indigenous knowledge systems in arts and humanities practices, leading to a potential loss of cultural heritage. Recommendations include developing specific guidelines for incorporating IKS into curriculum design and teacher training programmes. Develop policy frameworks that mandate the inclusion of IKS in arts education curricula, enhance teacher training programmes to incorporate these systems, and establish partnerships with local communities to ensure authenticity and relevance.