The historic and contemporary global concern over youth violence and indiscipline/subordination in schools has educators, school administrators and policy makers working hard to ensure that schools are welcoming and safe spaces for learners. Social harmony can only be achieved by understanding and addressing the causes of youth violence and indiscipline as part of a curriculum of values and character education to ensure effective learning outcomes for all. While the engagement of local cultural resource knowledge has not been prominent in discussions on youth violence and learning, it can be an important tool in educational delivery. This paper identifies the teachings of Indigenous African philosophies, such as proverbs relating to the concept of self and the community, responsibility, respect for self, peers and authority, and mutual interdependence and community building, and their place in school curricular, pedagogical and instructional initiatives to enhance youth learning in Euro-American and African schooling contexts.