Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe
Abstract Despite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores...
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Format: | Article |
Language: | English |
Published: |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2008-12-01
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Series: | The Australian Journal of Indigenous Education |
Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/493 |
Summary: | Abstract
Despite the end of colonialism, Zimbabwean rural school
teachers still find themselves trapped in the colonial
pedagogic practices that undervalue the importance of rural
school children's experiential knowledge in science. This
article explores the beliefs and attitudes of rural primary
teachers towards incorporating Indigenous knowledge and
Indigenous teaching practices in science education. A case
study of 10 teachers in a rural school in Zimbabwe was
conducted using the observation method which was
complimented with a semi-structured interview. Twenty video
recordings were carried out while the teachers were
conducting science lessons. Classroom interactions and
communications were vividly captured and analysed, while
interviews were conducted after observations to capture
explanatory details that may not have been apparent during
video recordings. Inductive data analysis focusing on
themes relating to teachers' views and practices yielded
rich and informative details. Findings indicate that
teachers are reluctant to integrate Indigenous knowledge
and teaching techniques as pedagogical tools. The attitudes
are a result of systemic and institutional expectations on
teachers.
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ISSN: | 2049-7784 |