Indigenous Food Knowledge Systems and Their Integration into Formal Home Economics Curricula in Nigeria: An Ethnographic Study

This study ethnographically examines indigenous food knowledge systems across Nigerian cultural groups and explores theoretical and practical frameworks for their systematic integration into formal Home Economics curricula in Nigerian tertiary institutions. Indigenous food knowledge, encompassing traditional food preparation methods, local dietary taxonomy, ethno-botanical food use, and intergenerational nutrition wisdom, is rapidly eroding in the face of globalisation and formal education's subordination of local epistemologies. The study employs an extended ethnographic design conducted across six geopolitical zones, engaging 15 communities selected for their distinctive indigenous food cultures. Data were collected through participant observation, in-depth interviews with 90 community knowledge holders, and documentary collection of oral food traditions. Analytical methods include thematic analysis, cultural domain analysis, and curriculum mapping. The Ethnobotanical Knowledge Systems Framework and the Indigenous Knowledge Integration Model jointly anchor the study. Original contributions include the first comprehensive ethnography of indigenous food knowledge systems across Nigerian geopolitical zones, a validated indigenous food knowledge taxonomy, and a curriculum integration framework combining indigenous and scientific food knowledge paradigms. Findings are expected to provide foundational evidence for decolonising the Home Economics curriculum and legitimising local food knowledge in formal educational settings. Recommendations address the National Universities Commission, the Home Economics Association of Nigeria, and state ministries of education. Keywords: indigenous food knowledge, ethnography, curriculum integration, decolonisation, Nigeria.