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Author
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Chibuwe, Initial Kudzanai
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Title
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Integration of indigenous knowledge in the teaching and learning of science education: a case study of High Glen district
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Abstract
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In the wake of Zimbabwe’s independence, the education system has grappled with the lingering effects of colonial legacies, which have long perpetuated the marginalization of indigenous knowledge systems within the teaching and learning of science. This case study of High Glen District explores the complex process of decolonizing science education, with the aim of reimagining a more inclusive, culturally responsive, and empowering educational experience for students. Drawing on a qualitative methodology, this study examines the challenges and opportunities inherent in integrating indigenous knowledge into the science curriculum and pedagogical practices. The researcher employed a case study design, focusing on High Glen District’s selected secondary schools (Glen Norah High 1; Glen Norah High 2; Highfield High 1; St Peters Kubatana; Mukai High 2) in Zimbabwe as the unit of analysis. Through in-depth interviews, focus group discussions, and documentary analysis, the study captures the perspectives and experiences of key stakeholders, including teachers, learners, schools administrators, and policymakers. The data was analyzed using a thematic analysis approach to identify recurring patterns, themes, and critical insights. The findings reveal that the colonial education system has deeply entrenched a Euro-centric, ahistorical, and decontextualized approach to science education, which has alienated many students and undermined their connection to local environmental knowledge and practices. However, the study also uncovered significant institutional and sociocultural barriers to the decolonization of science education. These include a rigid curriculum, examination –oriented assessment systems, limited teacher training and support, and the persistence of colonial mindsets that privilege Western scientific epistemologies. Despite these challenges, the study exposed promising strategies and entry points for transformative change. These include the development of culturally relevant curriculum materials, the incorporation of indigenous pedagogies that emphasize hands-on place-based learning, and the active engagement of local people in the co-creation of science education programs.
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Date
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May 2024
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Publisher
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BUSE
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Keywords
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Indigenous Knowledge
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Science Education
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Curriculum Integration
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Supervisor
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Dr Zinyeka, G.
