Indigenous Knowledge Systems as tools for resilience in Education in Emergencies A case study of Uganda

Indigenous Knowledge Systems as tools for resilience in Education in Emergencies A case study of Uganda | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Indigenous Knowledge Systems as tools for resilience in Education in Emergencies A case study of Uganda Malerie Pillay This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8923372/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study examines how Indigenous Knowledge Systems (IKS) are marginalised in Education in Emergencies (EiE) in Uganda, despite their role in resilience and culturally relevant learning. Uganda’s humanitarian response has expanded access but remains shaped by colonial legacies privileging external models over local epistemologies, mother-tongue instruction, and community-based learning. Guided by decolonial theory, critical pedagogy, and participatory development, this qualitative case study adopts a constructivist, interpretivist approach. Drawing on academic literature, policy documents, and organisational reports, the analysis applies thematic and narrative methods, with the researcher’s positionality reinforcing a commitment to centring marginalised voices. Findings show that IKS foster resilience through mother-tongue education, reconciliation practices such as Acholi Mato Oput , and ecological knowledge supporting livelihoods. These approaches strengthen literacy, promote healing, and restore identity, yet the Education Response Plan (ERP) and global EiE frameworks often overlook or superficially include them, prioritising access and standardisation over cultural relevance and ownership. The study argues for reframing EiE through a decolonial, humanistic lens that positions IKS as foundational. It calls for partnerships and dialogic design that put communities first, enabling EiE to move beyond service delivery towards transformation that restores identity, agency, and meaning in crisis. Full Text Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8923372","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":594292376,"identity":"3581cb98-cf66-4d90-9ae8-b65be854ec09","order_by":0,"name":"Malerie Pillay","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA9klEQVRIiWNgGAWjYFAC5gYGBgMGBjZ2EKMCzCYEGKFamEGMM0RrAdsGZDC2EaFFt/1g4+OKAps8PmbGxs+88w7Lm7M3H2D4UbENpxazM4nNhmcM0oqBDmuW5t122HBnz7EExp4zt3FrOZDYJtlgcDixDegwkBbGDTdyDJgZ2/BoOf+w/WeDwX+QlubfvHMO2xPWciOxjbHB4ABIS5s0b8PhRCK0PGwGOiwZ5Jc2yznH0pM3nDmWcBCvX84nH/zY8McuT769+fCNNzXWthuONx988KMCtxYYSAARTDwMzWDeAYLqYVoYfzDUEaN4FIyCUTAKRhgAAKMoXLvCoYRwAAAAAElFTkSuQmCC","orcid":"","institution":"University of York","correspondingAuthor":true,"prefix":"","firstName":"Malerie","middleName":"","lastName":"Pillay","suffix":""}],"badges":[],"createdAt":"2026-02-20 07:33:05","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-8923372/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8923372/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":103506202,"identity":"8a6b467c-8dbd-4a11-8f86-613bf7ab311a","added_by":"auto","created_at":"2026-02-26 13:34:34","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1217215,"visible":true,"origin":"","legend":"","description":"","filename":"IKSastoolsforresilienceinEiE.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8923372/v1_covered_27e6ef14-b7dd-4f76-965f-9d97199ef7dd.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eIndigenous Knowledge Systems as tools for resilience in Education in Emergencies\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eA case study of Uganda\u003c/em\u003e\u003c/p\u003e","fulltext":[],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"University of York","isAcceptedByJournal":false,"isAuthorSuppliedPdf":true,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":true,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-8923372/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8923372/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examines how Indigenous Knowledge Systems (IKS) are marginalised in Education in Emergencies (EiE) in Uganda, despite their role in resilience and culturally relevant learning. Uganda’s humanitarian response has expanded access but remains shaped by colonial legacies privileging external models over local epistemologies, mother-tongue instruction, and community-based learning. Guided by decolonial theory, critical pedagogy, and participatory development, this qualitative case study adopts a constructivist, interpretivist approach. Drawing on academic literature, policy documents, and organisational reports, the analysis applies thematic and narrative methods, with the researcher’s positionality reinforcing a commitment to centring marginalised voices.\u003c/p\u003e\n\u003cp\u003eFindings show that IKS foster resilience through mother-tongue education, reconciliation practices such as Acholi \u003cem\u003eMato Oput\u003c/em\u003e, and ecological knowledge supporting livelihoods. 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