Epistemicide occurs when one knowledge is exalted at the expense of local or indigenous knowledge systems leading to the demise of such knowledge systems. In this article, I focus on how some conceptions and ways of incorporating indigenous knowledge systems seem to be entangled in the same misnomer to which they owe their existence (i.e. a mischaracterisation of indigenous knowledge systems leading to epistemicide in the school curriculum). Subsequently, I interrogate some examples from three curriculum statements of post-apartheid South African schools where there is a conspicuous attempt to include that which is presumed to be indigenous knowledge systems. I argue that such epistemologically unwarranted acts of integrating indigenous knowledge systems in the three post-apartheid curriculum statements unfortunately do not safeguard indigenous knowledge systems from epistemicide. In fact, the manner in which indigenous knowledge systems are integrated creates a false dichotomy and sense of identity. Bluntly put, the evident integration of indigenous knowledge systems as apparent theoretical knowledge fortifies epistemicide as opposed to alleviating it. Universally true knowledge about indigenous people and practices should therefore be included within the school curriculum to provide historical meaning to the content that is taught and instil a true sense of identity within the communities of indigenous people.