Indigenizing a westernized chemistry curriculum for community empowerment: a case of manufacturing organic product

Author

Mutero, Kelvin.

Title

Indigenizing a westernized chemistry curriculum for community empowerment: a case of manufacturing organic product

Abstract

The study sought to address the problem that school science in Zimbabwe and in most colonized nations has remained largely western, that is disconnected from the cultural background of the learners, thereby not only affecting their performances, but also their interests in learning sciences and pursuing Science, Technology, Engineering and Mathematics (STEM) career. The study examines the value of this integrated approach on students' understanding of organic manufacturing, their connection to indigenous communities, and the potential for community empowerment. Additionally, the purpose of the study is to describe the possibility of integrating indigenous knowledge of indigenous knowledge of manufacturing organic products and school chemistry through an exploratory case design at secondary school located in the Nyanga East district of the Manicaland province, in Zimbabwe. Qualitative data were generated through document analysis and conversation with four Ordinary (‘O’) level learners, a teacher and two local elders participant. The school, class, and learners were purposively sampled. The qualitative content analysed data revealed three main findings/themes are (1) a fragmented approach on chemistry curriculum and manufacture of organic products which can be integrated into ordinary level chemistry;(2)an exclusive indigenous knowledge related to manufacture of organic products;(3) fragmented approach o integration of indigenous knowledge of manufacturing organic products into a chemistry curriculum; (4) indigenous knowledge of manufacturing organic products and community empowerment. The study concludes that though curriculum documents and classroom practices are largely IK exclusive, the study gave an insight through the suggested five staged process integrated teaching and learning of IKMOP and WCKMOP practically achievable. The researcher managed to offer 3 main recommendations that the curriculum designers need to review that syllabus and textbook to incorporate indigenous knowledge in balanced and connected way (2) the teachers, learners and community need to collaborate in reviewing curriculum documents and teaching and (3) teachers should be professionally developed on how to integrate indigenous knowledge when teaching Chemistry. 

Date

September 2024

Publisher

BUSE

Keywords

Indigenizing

Chemistry curriculum

Community empowerment

Westernized

Supervisor

Dr. Vongai Mpofu