Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum
AbstractInformed by the critical theory, this paper contributes to debates on decolonising education as an agenda for a heritage-driven curriculum espoused by the current Zimbabwe competence-based curriculum. It focuses on the “O” level Food Technology and Design curriculum, an area that has not bee...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2023-12-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2190302 |
| _version_ | 1797671653022367744 |
|---|---|
| author | Thenjiwe Mwase Tendayi Marovah |
| author_facet | Thenjiwe Mwase Tendayi Marovah |
| author_sort | Thenjiwe Mwase |
| collection | DOAJ |
| description | AbstractInformed by the critical theory, this paper contributes to debates on decolonising education as an agenda for a heritage-driven curriculum espoused by the current Zimbabwe competence-based curriculum. It focuses on the “O” level Food Technology and Design curriculum, an area that has not been much explored. The paper challenges visible and subtle hegemonic tendencies embedded in the school curriculum, making it difficult for school graduates to identify with their heritage. Using literature review and policy documents’ analysis, it explores the place of indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Two observations are highlighted. Firstly, there is limited space provided for indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Secondly, not much has been emphasised on the nutritional value of indigenous leafy vegetables. To this end, we argue that the “O” level Food Technology and Design curriculum needs to be decolonised if more space is to be provided to indigenous leafy vegetables. To achieve this, advocacy and a deliberate shift towards the inclusion of indigenous dishes and particularly indigenous leafy vegetables in the teaching and learning of Food Technology and Design ought to be foregrounded. |
| first_indexed | 2024-03-11T21:18:39Z |
| format | Article |
| id | doaj.art-2fb0f2f813ce469e97f561a611e0e7c1 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-11T21:18:39Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-2fb0f2f813ce469e97f561a611e0e7c12023-09-28T10:28:07ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110110.1080/2331186X.2023.2190302Decolonising the Zimbabwean ordinary level Food Technology and Design curriculumThenjiwe Mwase0Tendayi Marovah1Department of Humanities, Business Development and Arts Education, Midlands State University, Gweru, ZimbabweFaculty of Economic and Management Sciences, UFS, Centre for Development Support, Bloemfontein, SA, South AfricaAbstractInformed by the critical theory, this paper contributes to debates on decolonising education as an agenda for a heritage-driven curriculum espoused by the current Zimbabwe competence-based curriculum. It focuses on the “O” level Food Technology and Design curriculum, an area that has not been much explored. The paper challenges visible and subtle hegemonic tendencies embedded in the school curriculum, making it difficult for school graduates to identify with their heritage. Using literature review and policy documents’ analysis, it explores the place of indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Two observations are highlighted. Firstly, there is limited space provided for indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Secondly, not much has been emphasised on the nutritional value of indigenous leafy vegetables. To this end, we argue that the “O” level Food Technology and Design curriculum needs to be decolonised if more space is to be provided to indigenous leafy vegetables. To achieve this, advocacy and a deliberate shift towards the inclusion of indigenous dishes and particularly indigenous leafy vegetables in the teaching and learning of Food Technology and Design ought to be foregrounded.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2190302Critical theoryDecolonising educationIndigenous Leafy VegetablesFood Technology and DesignCompetence-Based Curriculum |
| spellingShingle | Thenjiwe Mwase Tendayi Marovah Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum Cogent Education Critical theory Decolonising education Indigenous Leafy Vegetables Food Technology and Design Competence-Based Curriculum |
| title | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_full | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_fullStr | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_full_unstemmed | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_short | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_sort | decolonising the zimbabwean ordinary level food technology and design curriculum |
| topic | Critical theory Decolonising education Indigenous Leafy Vegetables Food Technology and Design Competence-Based Curriculum |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2190302 |
| work_keys_str_mv | AT thenjiwemwase decolonisingthezimbabweanordinarylevelfoodtechnologyanddesigncurriculum AT tendayimarovah decolonisingthezimbabweanordinarylevelfoodtechnologyanddesigncurriculum |