Knowledge is socially and culturally constructed. Our ways of knowing vary with culture, social class, environment and various other factors. However, structures and power relations and the politics of inclusion and exclusion have legitimated some knowledges while at the same time delegitimated others under the cover of a unified theory of knowledge. Consequently, Indigenous ways of knowing, especially through oral forms have not been given any form of prominence within the academy. The objective of this thesis is to discuss the pedagogic relevance of Indigenous Akan proverbs to schooling and education.Using anti-colonial prism and Indigeneity, the thesis will explore the possibilities of using Indigenous Akan proverbs as a pedagogical material by centering the discussion on the five core principles of Akan values, namely; accountability, responsibility, humility, power and spirituality. These core values should serve as a guiding principle to knowledge production to minimize the exclusion of certain knowledges.