Learning through Story: Setswana Folklore as a Pedagogical Resource in Higher Education
DOI:
https://doi.org/10.25159/2663-6697/21528Keywords:
Setswana folklore, oral tradition, pedagogy, higher education, decolonial education, Indigenous Knowledge SystemsAbstract
Setswana folklore has historically functioned as a central medium for knowledge transmission, moral instruction, and socialisation among Batswana communities. Despite its pedagogical richness, folklore remains marginalised within South African higher education, where Western epistemologies dominate teaching and learning practices. This article examines the potential of Setswana folklore as a pedagogical resource in higher education, arguing that oral narratives constitute a legitimate form of indigenous knowledge capable of enriching curriculum content, enhancing student engagement, and advancing the intellectualisation of African languages. Drawing on folklore theory, Indigenous Knowledge Systems, and decolonial pedagogy, the study analyses selected Setswana folktales used in undergraduate teaching contexts to illustrate how storytelling facilitates critical thinking, ethical reasoning, and cultural identity formation. The article further explores the challenges and possibilities of integrating folklore into formal academic spaces, including issues of orality, assessment, and epistemic legitimacy. It concludes that embedding Setswana folklore in higher education curricula contributes not only to language preservation but also to epistemic justice and curriculum transformation in postcolonial South Africa.
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Accepted 2026-03-20
Published 2026-06-12
