Indigenous Knowledge Systems in School Gardening Programs

A Meta-Analysis of Food Security Education in Benin

Abstract

This meta-analysis investigates the integration of Indigenous Knowledge Systems (IKS) within school gardening programs as a pedagogical strategy for food security education in Benin. The research problem stems from the persistent challenges of food insecurity and the marginalization of local knowledge in formal education curricula, despite their proven efficacy in sustainable agricultural practices. The objective is to systematically evaluate existing studies to determine the impact and methodological approaches of IKS-based school gardening initiatives on student learning and community food sovereignty. Employing the PRISMA framework, this study synthesizes qualitative and quantitative data from peer-reviewed articles, government reports, and dissertations published between 2000 and 2023. Findings reveal that programs which consciously embed local agronomic knowledge—such as seed selection, organic pest management using native plants, and traditional water conservation techniques—significantly enhance students' practical competencies and nutritional awareness. Furthermore, these programs foster intergenerational knowledge transfer and strengthen community-school partnerships. The analysis concludes that the deliberate centering of Beninese IKS transforms school gardens from mere agricultural plots into dynamic, culturally relevant learning landscapes. This study signifies a critical step towards decolonizing educational approaches to food security, arguing for the formal recognition of IKS as a cornerstone of educational policy and practice to cultivate resilient and food-literate future generations in Africa.