Knowledge socialism in the COVID-19 era: A collective exploration of needs, forms, and possibilities

The inspiration for this collective writing project began with a digital conference entitled ‘Knowledge Socialism, COVID-19 and the New Reality of Education' held at Beijing Normal University. In this conference and through this article, multiple researchers spread across six continents have engaged in the collaborative task of outlining emerging innovations and alternative contingencies towards education, international collaboration, and digital reform in this time of global crisis. Trends associated with digital education, knowledge openness, peer production, and collective intelligence as articulated by Michael A. Peters' conception of Knowledge Socialism are given careful analysis and exploration. Some of the members of this collective endeavor to identify problems, others, begin to draw boxes around potential solutions. Overall, this article engages with real world challenges and innovations that look beyond dominant neoliberal trends in the knowledge economy to build bridges toward novel possibilities in this era of rapid digital change.

Will Cultural Teaching Methods Influence Student Understanding of Politics and Bureaucracy in the Public Administration Curriculum of African Countries within the COVID-19?

The rationale of this study is first hinged on research deficit in topic difficulty in the public administration curriculum in African universities. Further, there is no single study in the humanities, particularly public administration (PA), that has explored the efficacy of the Culturo-Techno-Contextual Approach (CTCA) in easing learning difficulties among undergraduate students except for identifying the difficulties. Without testing indigenous teaching methods in breaking difficulties in the study of PA, educational managers and teachers in African universities are unable to understand whether the lecture method or the indigenous method holds the key to breaking difficulties in the study of politics and bureaucracy within the African university system. These compelling deficits in the public administration literature necessitate this study to fill the gap. In resolving this identified problem, the study seeks to find out whether or not there is a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method. In line with this problem, the study seeks to answer the question -- is there a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method?

Non-Governmental Organizations' approaches to women's empowerment amid the COVID-19 Pandemic: Towards decolonizing development praxis in northern Ghana

This article examines local non-governmental organizations (LNGOs) approaches to women's empowerment amid crisis and the implications for decolonizing women's empowerment praxis. The article draws on lessons from the Covid-19 pandemic and decolonial critique of development praxis to analyse LNGOs approach to women's empowerment. The study relied on snowballing to select twenty-six LNGOs operating in northern Ghana for in-depth interviews. Our study found that LNGOs deploy local and international frameworks on women's rights and combine these with indigenous knowledge principles and economic empowerment. Yet there are tensions between negotiating culturally appropriate approaches and meeting the interests of philanthro-capitalist donor agencies. The LNGOs are dependent on Western donors for financial resources and have become more vulnerable due to Covid-19 pandemic and its aftermath as funding for women's empowerment work continues to dwindle. LNGOs have modified their interventions to address specific needs of beneficiaries arising from the consequences of the crises. This study enriches understandings of the specific vulnerabilities of LNGOs in northern Ghana, resource-scarce and semi-arid settings across the global South. For women's empowerment to achieve meaningful results, especially during and after crisis, activism needs to be centred on indigenous knowledge. This is central to building the resilience of LNGOs and women beneficiaries to effectively position themselves to absorb the shocks that attend crisis and to cope more effectively with it.

Conceptualising Intergenerational Lived Experience: Integrating Art–Moving–Well‐Being across Disciplines, Communities and Cultures

Art and movement are motivating forces in, though, and beyond education. As populations age, there is an increasing need to support physical and social well‐being. Yet, since the onset of the COVID‐19 pandemic, there has been a reported exponential increase in feelings of loneliness across generations. Complex challenges require trans‐disciplinary solutions, and this paper represents a joint effort within and across disciplines, communities and cultures to find ways to ameliorate this silent epidemic. In this paper, we propose a cross‐disciplinary conceptual framework where Aboriginal Artists and Knowledge Holders, Teacher Educators, and Physical and Occupational Therapists come together to explore theoretical and pedagogical insights that encompass intergenerational art–moving–well‐being practices, reducing feelings of loneliness and improving social connections across generations. There are two main aims of this paper;first, to better understand current studies that report on integrating art–moving–well‐being practices, and the effect this has on health and well‐being of intergenerational participants (under 10‐year‐olds, 20+ year olds and 50+ year olds). Second, based on community needs, the long‐term aim is to propose a flexible art–moving–well‐being conceptual model that is scalable, sustainable and based on social and relational support systems. We propose a model that is flexible and adaptable within and across our local community and beyond. We argue that feelings of loneliness are unique to each individual, and there is a need to connect specific intergenerational programmes with art–moving–well‐being practices that readily engage and integrate varied communities and cultures in sustainable ways and thus, contribute to thriving communities. [ FROM AUTHOR] Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

When theory meets praxis – enhancing heritage management through practice-led research at Great Zimbabwe World Heritage property

Purpose: The purpose of this paper is to outline and reflect on the new research agenda for the Great Zimbabwe World Heritage property. This research agenda was jointly developed by academics and practitioners from Great Zimbabwe University (GZU) and the National Museums and Monuments of Zimbabwe (NMMZ) respectively. This Research-Practice Team was put together for the Heritage Place Lab (HPL), a pilot project of the ICCROM-IUCN World Heritage Leadership programme. Design/methodology/approach: A series of steps were undertaken to come up with research priorities and a new research agenda that are presented in this paper. The HPL project involved online workshops, due to the COVID-19 travel restrictions, that were held between September 2021 and April 2022. The HPL methodology involved six assignments that were based on the Enhancing Our Heritage Toolkit 2.0 (EOH) which was being designed by UNESCO and its Advisory Bodies. This toolkit encouraged the team to establish site-specific management issues and research needs. The toolkit helped the team to have a detailed appreciation of the site's Outstanding Universal Value as well as other heritage values of national and local importance. The toolkit also involved the mapping of site attributes and multiple actors as well as the analysis of governance and legal frameworks. The toolkit also required the team to identify factors affecting the heritage property. Findings: The Research-Practice Team highlighted challenges that resulted from the legacy of ill-informed research activities and conservation efforts at the World Heritage property. It became more apparent that the site managers were prioritizing the physical fabric of the site at the expense of the spiritual aspects. Lack of coordination among the actors was also undermining the governance structure. Four thematic strands which included local values and intangible cultural heritage elements;heritage governance;climate change and environmental sustainability and incorporation of local knowledge systems were identified for further research. Originality/value: The paper is an outcome of collaborative efforts that were done by academics and practitioners. Researchers and site managers at Great Zimbabwe had hitherto worked in silos. The majority of previous and ongoing research on the World Heritage property falls short of addressing the dire management challenges. The paper is an attempt to broaden the scope in terms of the management of the site. In the past focus has been on the monumental aspects of the site with specific reference to the dry-stone walled structures. However, in this instance, the Research-Practice Team has integrated new interests such as the intangible aspects of Great Zimbabwe, spirituality and community beneficiation. © 2023, Emerald Publishing Limited.

Integrating indigenous knowledge and state-of-the-art Earth observation solutions for the Sendai framework implementation

PurposeIndigenous peoples represent one of the most vulnerable groups and need access as well as hands-on experience in the use of emerging Earth observations (EO)-based DRR solutions at the community level, while balancing this learning with traditional indigenous knowledge (IK). However, complicating any engagement between EO and IK is the reality that IKs are diverse and dynamic, with location-specific relevance and accuracy. Additionally, the COVID-19 pandemic caused complex risks and cascading effects for which the world was not prepared. Thus, there is a need to examine the lessons learned and motivate emerging EO-based innovations and demonstrations related to DRR and climate change adaptation.Design/methodology/approachHence, this study aims to undertake an in-depth assessment of IK related to DRR covering relevant UN instruments and provides state-of-the-art of opportunities presented by EO-based tools and solutions.FindingsThe overall research strategy was designed to integrate key components of IK for DRR in a coherent and logical way, with those offered by the EO technology developers and providers. There are several EO tools accessible that are relevant to integrate IK and complement DRR. The study examined and identified challenges and barriers to implement workable and replicable EO solutions in pursuit of resilience.Originality/valueThe key findings of this study will help create a balanced approach by acknowledging the importance of IK for DRR with co-development, co-creation and use of culturally relevant EO data and tools for sustainable innovation, capacity building and youth empowerment. The technological inequalities appear to be growing, and it would be challenging to meet the Sendai Framework indicators.

the disease of expertise

The Disease of Expertise, is a poem composed by poet, playwright, musician and researcherTawona Sitholé. Within the poem,Sitholé challenges the contemporary constructs of modernity, knowledge, and knowledge production in the scope of globalized economies. Utilizing Covid-19 and the corresponding global pandemic as a backdrop into the inquiry of knowledge, and economic development Sitholé incorporates his own lived experience and local knowledge to highlight contemporary issues relating to globalization, structural inequities, and questions of knowledge within the Global South.

Regenerative tourism in Aotearoa New Zealand - a new paradigm for the VUCA world. (Special Issue: The re-imagination of New Zealand tourism.)

Purpose: The paper provides a summary of the findings from GOOD Awaits - The Regenerative Tourism New Zealand (NZ) Podcast and envisions a regenerative future for tourism in Aotearoa. Design/methodology/approach: This paper is based on the findings from the GOOD Awaits Podcast, a series of interviews with pioneers and practitioners of regenerative tourism. The podcast was created as a platform for the collective discovery of a new way forward for tourism in the wake of COVID-19, and the series provides a detailed summary of the regenerative tourism movement in NZ. Findings: Through these interviews, a vision for a regenerative visitor economy in Aotearoa emerged. This new model is rooted in indigenous knowledge and living systems theory. It is a paradigm shift that allows us to see tourism as a living ecosystem and requires innovative economic models, such as social entrepreneurship, systems level changes to the way tourism operates and is governed, local tourism solutions with community thriving as the primary aim and much more collaboration both within tourism and across sectors. Originality/value: Regenerative tourism is an emerging model and one that is rapidly gaining traction in NZ and globally. The GOOD Awaits podcast is a unique, thoughtful and practical demonstration of what this model could look like in Aotearoa. It demonstrates the potential and feasibility of regenerative tourism practice, and the response has shown the desire for these conversations at a national and international scale. This paper is an accessible summary of the podcast's first season and has value for anyone interested in the regenerative tourism movement in Aotearoa.

African Indigenous knowledge versus Western science in the Mbeere Mission of Kenya

This article sets out to explore the way in which Western science and technology was received in the Mbeere Mission of central Kenya since August 1912 when a medical missionary, Dr T.W.W. Crawford, visited the area. In his dalliance with ecclesiastical matters, Crawford, a highly trained Canadian medical doctor, was sent by the Church Missionary Society (CMS) at Kigari-Embu, in 1910, to pioneer the Anglican mission in the vast area that included Mbeereland, where Mbeere Mission is situated. Contending with the African indigenous knowledge in medicine, environmental conservation, agriculture and other forms of indigenous science, the introduction of Western science and technology, 1912 to 1952, the article argues, did not erase the former;rather, it complimented it. Pockets of general resistance were evident, though Mbeereland, unlike its neighbouring Mutira Mission of 1912, did not offer elaborate opposition to the Western science and technology, partly because the locals could have learnt about it from their neighbours who had experienced it much earlier. Through a historico-narrative design, the research article endeavours to primarily review the coming of Western medicine in Mbeereland: Did it conflict with the African medicine? Methodologically, the data have been collected via archival sources, oral interviews and by reviewing applicable literature. Contribution: The input of this research article to the HTS Journal's vision and scope is seen by appreciating its focus on the interface between African indigenous knowledge and the European science and technology. Although the main focus is African versus western medicine, and how it was historically received in Mbeere Mission of Central Kenya, it largely speaks for the tropical Africa. The article is within the multidisciplinary areas in missiology and historiography.

Invasive Plant Relations in a Global Pandemic: Caring for a "Problematic Pesto".

In Spring 2020, amidst a COVID-19 state of emergency, the City of Toronto's Parks & Urban Forestry department posted signs in the city's remaining Black Oak Savannahs to announce the cancellation of the yearly 'prescribed burn' practice, citing fears it would exacerbate pandemic conditions. With this activity and other nature management events on hold, many invasive plants continued to establish and proliferate. This paper confronts dominant attitudes in invasion ecology with Indigenous epistemologies and ideas of transformative justice, asking what can be learned from building a relationship with a much-maligned invasive plant like garlic mustard. Written in isolation as the plant began to flower in the Black Oak savannahs and beyond, this paper situates the plant's abundance and gifts within pandemic-related 'cancelled care' and 'cultivation activism' as a means of exploring human-nature relations in the settler-colonial city. It also asks what transformative lessons garlic mustard can offer about precarity, non-linear temporalities, contamination, multispecies entanglements, and the impacts of colonial property regimes on possible relations. Highlighting the entanglements of historical and ongoing violences with invasion ecology, this paper presents 'caring for invasives' as a path toward more liveable futures.

Service-Learning for Sustainability: Four Approaches for Engagement, Enrichment, Equity, and Citizenship

The University of North Carolina at Pembroke, a historically American Indian university that is experiencing major climate change impacts from hurricanes, was the setting for four service-learning projects seeking to advance sustainability in a racially diverse community. Courses in American Indian Studies, English, and Social Work, in collaboration with farms, schools, and community organizations, demonstrated benefits to student learning and retention and sought to fulfill faculty members' aspirations for enhanced community wellbeing. In addition to first-person narratives of these activities, the authors provide resources for adaptation and/or usage in higher educational settings.

Enduring Lessons for Current Times from a Forgotten Froebelian Foot Soldier in Aotearoa-New Zealand: Miss Isabel Little (1876-1937)

Miss Isabel Little was a Scottish infant teacher who immigrated to New Zealand in 1912. She was described as a "Froebel trained Scot from Edinburgh" and known around Wellington education circles for her "modern methods". In contrast to known Froebelian pioneers, Miss Little's historical footprint is light but the few glimpses yield insights useful to consider in current times. Miss Little is described in this article as a forgotten Froebelian foot soldier who, like others were the mainstay of a kindergarten movement that transformed the early education of children. Individual and collective advocacy, as demonstrated by Miss Little a century ago, are evident in current times. The political and pedagogical context of early years education has changed in Aotearoa New Zealand (NZ) but there are still battles to be won. Coinciding with the consequences of COVID-19 in 2020 was the government's intended roll-out of "He Taonga te Tamaiti -- Early learning action plan 2019-2029," creating calls for a strategic rethink: to hasten rather than slow down its implementation. Connecting these stories, past and present, was accidental as they collided into the space of the author's life during a stern lockdown that mainly halted the virus at the border. More broadly they epitomize the stretch and potency of Froebelian principles across centuries and places.

TRADITIONAL FOOD PLANTS IN THE FACE OF GLOBAL CHANGE: PAST, PRESENT, AND FUTURE

Traditional food plants (TFPs) are highly nutritious and contain health beneficial metabolites, vitamins, minerals, and other nutrients. Various communities across the globe, especially in the rural areas, rely on the locally available TFPs for their nutritional and health-related needs. The TFPs are considered important because they are locally available alternative sources of food and nutrition. However, they remain largely neglected to date despite their huge nutritional importance and potential. Interest in TFPs has recently increased especially because of the disruptions of the food supply chains caused by recurrent lockdowns during the COVID-19 pandemic. Interruptions to long-distance food supply chains expose the vulnerabilities associated with the globalised interconnected food systems. Recent literature suggests that localised food systems are more resilient, sustainable, and adaptive especially during times of pandemics, civil unrest, and conflicts. Since TFPs offer several benefits over the globalised mainstream food systems, it is important to explore their roles and develop research strategies to provide insights and to support their more widespread use in future. Scientists and food and nutrition experts also suggest that the post-pandemic situation will compel food scientists, breeders, and crop bioengineers to realign their approach towards food production and consumption systems that are more locally suited. Significant knowledge has been gained through basic research on the diversity and availability of a plethora of TFPs in various parts of the world, including India, Africa, and South America. Limited genetic and genomic studies have also been performed with TFPs, and they provide very important insights into important genes and other regulators governing nutritional and stress-resilient traits in neglected crops. Some crops are shown to have better traits than the currently available mainstream crops. Many studies have pointed towards cultivation, domestication, and improvement of regionally important TFPs for better climate resilience, sustainability, and adaptability. While very few TFPs have been genetically edited successfully, and gene-edited TFPs are not commercially available yet, there is increasing evidence that there is a huge potential for the revitalisation and introduction of these ancient crops to the mainstream food baskets of the public. In this review article, we critically examine the TFPs and their regional importance in the local traditional food systems. The richness of TFPs during the ancient period and various reasons for their disappearance from the food basket, the re-emergence of TFPs by recognising their importance in the present scenario, and the criteria for utilisation of TFPs to attain food security in the future are discussed comprehensively in the review. We provide a futuristic outlook on the importance, scope, and progress on the improvement of TFPs for valuable traits for ensuring food security of the burgeoning global population. © 2022 John Wiley & Sons, Ltd. Published 2022 by John Wiley & Sons, Ltd.

The appropriation of African Indigenous Knowledge System in WASH activities by Women at Tongogara Refugee Camp, Zimbabwe

Migrations, whether forced or voluntary, are often characterised by cultural insecurities for immigrants, refugees and displaced persons. This study focuses on the appropriation of African Indigenous Knowledge Systems (AIKS) in the implementation of water sanitation and hygiene (WASH) activities by women at Tongogara Refugee Camp (TRC), Zimbabwe. It argues that despite the impact of modernist predispositions on personal and collective identity, refugee women continually tap from their indigenous epistemic cultural memories in the context of their place-based social amenities and alternatives supplied by refugee camp authorities. Informed by a Feminist Political Ecology (FPE) theoretical framework;and drawing from a qualitative research method, the study used interviews, focus group discussions and participatory observations as the major data collection tools. The study established that in the face of resource scarcity in the camp, women creatively utilized strategies anchored on AIKS to enhance water sanitation and hygiene. In addition, the research noted that very little is being done towards the promotion of AIKS in the camp as the prevailing structures favour western innovation and technological advancements in WASH activities. The study concludes that it is praiseworthy and fundamental to resuscitate AIKS and blend it with modern scientific knowledge to resolve the vicissitudes of refugee women in the era affected by Cyclone Idai and the COVID-19 pandemic.

The second year of pandemic in the Arctic: examining spatiotemporal dynamics of the COVID-19 "Delta wave" in Arctic regions in 2021.

The second year of the COVID-19 pandemic in the Arctic was dominated by the Delta wave that primarily lasted between July and December 2021 with varied epidemiological outcomes. An analysis of the Arctic's subnational COVID-19 data revealed a massive increase in cases and deaths across all its jurisdictions but at varying time periods. However, the case fatality ratio (CFR) in most Arctic regions did not rise dramatically and was below national levels (except in Northern Russia). Based on the spatiotemporal patterns of the Delta outbreak, we identified four types of pandemic waves across Arctic regions: Tsunami (Greenland, Iceland, Faroe Islands, Northern Norway, Northern Finland, and Northern Canada), Superstorm (Alaska), Tidal wave (Northern Russia), and Protracted Wave (Northern Sweden). These regionally varied COVID-19 epidemiological dynamics are likely attributable to the inconsistency in implementing public health prevention measures, geographical isolation, and varying vaccination rates. A lesson remote and Indigenous communities can learn from the Arctic is that the three-prong (delay-prepare-respond) approach could be a tool in curtailing the impact of COVID-19 or future pandemics. This article is motivated by previous research that examined the first and second waves of the pandemic in the Arctic. Data are available at https://arctic.uni.edu/arctic-covid-19.

African indigenous knowledge and practices to combat COVID-19 pandemic

Indigenous knowledge and practices suffer marginalisation when it comes to seeking solutions to social problems. The world misses out on the richness of this knowledge and practices and role that they can play. This qualitative existential phenomenological study explored experiences of African indigenous knowledge holders and practitioners on their views regarding solutions towards COVID-19 pandemic. Interviews were conducted through WhatsApp and face-to-face with ten participants and data were analysed thematically. The findings show African knowledge and practices that could combat COVID-19 in terms of restrictions, heat related remedies and plant related remedies, and how these knowledge and practices can be applied through ancestral, environmental, metaphysical and generational modes. Africa and the world could benefit from how indigenous people respond to diseases such as COVID-19 and adopt/adapt some of these knowledge and practices;indigenous knowledge and practices have a role to play by contributing solutions to the world's problems. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

THE “DEMARCATION PROBLEM” IN SCIENCE: WHAT HAS ENLIGHTENMENT GOT TO DO WITH IT? Part I

Steven Pinker’s recent Enlightenment Now (2018) aside, Enlightenment values have been in for a rough ride of late. Following Max Horkheimer and Theodor Adorno’s critique of Enlightenment as the source of fascism, recent studies, amplified by Black Lives Matter, have laid bare the ugly economic underbelly of Enlightenment. The pros-perity that enabled intellectuals to scrutinize speculative truths in eighteenth-century Paris salons relied on the slave trade and surplus value extracted from slave labor on sugar plantations and in other areas Europeans controlled. Indeed, deprived of its ugly economic underbelly, Enlightenment was barely conceivable;furthermore, its reliance on surplus value extraction from oppressed labor was accompanied by a racism that, with the exception of the thought of Jean-Jacques Rousseau and a few other thinkers, was arguably inherent to Enlightenment. However, I am not proposing yet another revelation of Enlightenment’s complicity in exploitation of, or disregard for, the Other. Rather, I want to highlight the damage being done today by an insidious strategy of labelling as “pseudo-science” entire do-mains of non-Western knowledge such as Chinese medicine and Ayurveda, thereby rendering them no-go zones for serious minds. Even though the term pseudo-science had yet to be coined, the beginnings of this tendency are already evident in Enlighten-ment-era works such as Jean-Baptiste Du Halde’s Description … de la Chine (1735). The perpetuation of this dismissive treatment of non-Western natural knowledge creates a significant obstacle to superseding a “scientific revolution” whose confines have long been burst: it is increasingly recognized that traditional/indigenous knowledge affords a vast reservoir of materials, skills and insights of which the world has desperate need, no more urgently than in response to the covid-19 pandemic. © 2022, Polish Academy of Sciences - Institute of Philosophy and Sociology. All rights reserved.

Restoring the values of traditional foods

Poverty affects ~ 26% of the world’s population and is a challenge that humanity must overcome by the end of 2030, as per the agenda set by the United Nations. Witnessing the current world scenario, it is crucial to find an alternative to overcome this challenge, especially in the context of the situation of the COVID-19 pandemic, which is expected to affect consumers directly or indirectly. With this in mind, this chapter is designed to analyze the value of traditional foods and their importance in planning and adopting strategies to strengthen local, regional, and global food systems. The revaluation of traditional food systems is certainly a good option, which can overcome emergencies of food insecurity such as famines and droughts or unprecedented occurrences such as the COVID-19 pandemic, which the world has recently experienced. Based on this logic, institutional resilience can be defined as the capacity to adapt or transform institutional norms or arrangements in a territory. In this context, the concept of traditional foods allows the witnessing and practice of historically inherited cultural expressions. Finally, to ensure the sustainability of traditional foods, it is imperative that local governments design appropriate policies to befit future generations. © 2022 Elsevier Inc. All rights reserved.

Towards finding a cure for COVID-19: the role of African Traditional Medicine as an indicator of development

The World Health Organization (WHO) announced the Coronavirus disease (COVID-19), which is triggered by SARS-CoV-2 virus, on March 11, 2020. Nations all over the world reacted quickly, enacting various mitigation measures such as travel and movement restrictions, prohibitions on meeting, generalized or partial lockdowns, handwashing, and promotion of good hygiene and health. Corona virus outbreaks have claimed the lives of many people globally since 2019, with an estimated of over 5 million people infected. The world health organization since the announcement of the COVID-19 pandemic released statements about nations working towards finding a vaccine for the virus. Furthermore, with 80% of African population depending on traditional medicine, a spotlight was on the WHO about their views on African traditional medicine, which is a component of African indigenous Knowledge Systems as one of the COVID-19 treatments. The WHO therefore declared that traditional medicine would undergo clinical trials to check its potential as COVID-19 treatment. The paper examines the effects of COVID-19 in Africa, as well as existing clinical trials in African traditional medicine to cure and treat the virus, using existing literature. In addition, the paper considers the future of traditional medicine in the pharmaceutical and other medical plant industries.

Making a Case for Indigenous Education Systems in South Africa

South Africa's government was obliged to change the country's education system because of the Covid-19 outbreak. With the announcement of the Covid-19 pandemic and lockdown measures in March 2020, all schools and institutions of higher learning at all levels were closed, requiring the Department of Basic and Higher Education to make strategies to keep the academic calendar running. Despite all these plans, rural learners in Basic education suffered academic setbacks due to some challenges, including distance/remote learning, which they were unfamiliar with, and the curriculum taught in schools, which was alien to them as indigenous people with rich indigenous cultural backgrounds. This study looked into the obstacles that learners may experience during the Covid-19 period in 2020. Secondary sources, such as news stories, media remarks, and written articles, were used to gather data. According to the findings, most students in 2020 will be unable to cope with distance learning and study independently without face-to-face assistance from their lecturers. As a result, children required frequent physical interactions with their teachers to grasp foreign course material. Given the "new normal" fallout from Covid-19, which may lead to distant learning, the Department of Basic Education should establish a program that embraces and respects indigenous knowledge as part of teaching and learning, according to the report. Such a culture-responsive curriculum will enable learners to work from home and get assistance from local knowledge holders.