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This paper is about schooling, education and socialization in Africa with a focus on the pedagogic and instructional relevance of local cultural resource knowledge such as the teachings of Indigenous proverbs. Using Ghanaian case material, the paper examines how Indigenous cultural knowledges inform the education and socialization of youth and suggest ways for rethinking schooling and education in African contexts. Among the teachings of Indigenous proverbs highlighted are knowings about self and community, development of self-worth and character, importance of social discipline and collective social responsibility. The discussion also addresses the challenges of integrating local cultural knowledges as part of the formal education of young learners. Resume Cet article cherche a comprendre les processus de scolarite, d‘education et de socialisation en Afrique en se concentrant specialement sur la pedagogie des connaissances culturelles locales telles que l‘enseignement des proverbes autochtones. Cet article examine comment les connaissances culturelles locales informent l‘education et les processus de socialisation des jeunes et suggere de ce fait une remise en question de la scolarite et de l‘education dans les contextes africains. Parmi les proverbes autochtones enseignes, certains font reference au developpement personnel du soi et a la notion de communaute, a l‘amour propre et a la dignite, a l‘importance de la discipline sociale et a la responsabilite collective sociale. En conclusion, cet article discute egalement des defis auxquels il faut faire face quand il est question d‘integrer les connaissances culturelles locales dans la formation officielle des jeunes apprenants. INTRODUCTION A growing number of African educators have been calling for the reconceptualization of schooling and education to bring about meaningful changes (see Abdi and Cleghorn, 2005; Asabere-Ameyaw, Dei and Raheem, 2012). This paper is about re-introducing local/Indigenous cultural knowledges in African schooling and education. It deals with the importance of local teachings embedded in African proverbs and how such cultural knowledges can be used effectively to teach young learners. Arguably, the utility of local cultural knowledge contained in African knowledge genres has been neglected in educational research (see also Jegede, 1994; Le Grange, 2007; Ogunniyi, 1988;). Yet, Africa has always been an important source of rich information for knowledge production. Traditional African education has utilized a variety of instructional and pedagogic methods, as well as guides and resources to educate youth (Boateng, 1990; Bascom, 1965). Semali (1999) discussed the dilemmas in

Integrating Local Cultural Knowledge as Formal and Informal Education for Young African Learners: A Ghanaian Case Study