In this work, we sought to uncover the key strategies and challenges to the integration of Indigenous knowledge as knowledge management practices at a public university in The Gambia. It is often axiomatic in the literature that the incorporation of diverse epistemologies is a key resource for sustainable development; therefore, activities associated with the management of knowledge, particularly in higher education, are worthy of elucidation. We discovered that knowledge management activities at a university in The Gambia were often informal and required the invisible work of faculty. It was through the implicit use of tacit knowledge and epistemic disobedience that faculty were able to build upon a colonized curriculum that denied the presence of other knowledge. However, in the end, faculty were dependent on the power of referents within and without the institution to formalize their knowledge management practices. This work fills an essential gap in the extant literature on how the work of university faculty and managers, when situated within a knowledge management perspective, can contribute to decolonization and foster sustainable development.

在这项工作中，我们试图揭示冈比亚一所公立大学将土著知识整合为知识管理实践的关键战略和挑战。文献中经常有这样一个公理：融合不同的认识论是可持续发展的关键资源；因此，与知识管理相关的活动，特别是高等教育中的知识管理相关活动值得阐明。我们发现冈比亚一所大学的知识管理活动通常是非正式的，需要教师的无形工作。正是通过隐性知识的隐性使用和认知上的不服从，教师们才能够在否认其他知识存在的殖民课程的基础上建立起来。然而，最终，教师们依赖于机构内部和外部的参考力量来正式确定他们的知识管理实践。这项工作填补了现有文献中的一个重要空白，即大学教师和管理人员的工作在知识管理的角度下如何促进非殖民化和促进可持续发展。