Abstract
Lesotho faces political, economic, social, cultural, religious, institutional and interpersonal violence, a situation that prompted the United Nations Educational, Scientific and Cultural Organization (UNESCO) to introduce a peace-building education program. This indigenous auto-ethnography inquiry arose as the result of the investigator’s realisation that the UNESCO strategy to establish peace education in Lesotho is an exclusive, narrow approach based on the formal Western education system. While UNESCO’s initiative to instil a culture of peace via education is commendable considering the seriousness of the violence in Lesotho, the article contends that the approach excludes many out-of-school youth from learning about developing a culture of peace. The article also reveals some characteristics associated with the Western educational system that contribute to its inability to incorporate all eligible groups in peace-building education. Guided by the theoretical framework of critical interculturality, this article highlighted the Basotho lebollo education system as having the ability to extend peace-building education beyond the confines of Western schooling and education to include out-of-school adolescents. The compatibility of the lebollo school system with peace-building education was proved by its indigenous epistemology and pedagogy. The article recommends a nonviolent strategy devoid of colonial violence and based on mutual respect that can bring lebollo on board for peace-building education, as has happened in response to the HIV and AIDS pandemic.Transdisciplinarity Contribution: This paper contributes to the broad debate that Western formal education ensnared in colonial power structures, has difficulty meeting the educational needs of the African child, despite its noble intentions. Using Basotho indigenous education system as a framework for calling for recognition of indigenous education, the paper makes the case for peacebuilding education as a potential model for indigenous education.