Document Type
Article
Publication Date
2006
Department
Youth & Children’s Studies
Abstract
This article is a theoretical discussion on the social construction of knowledge in colonial and postcolonial Zimbabwe. It examines effects of hegemonic knowledge constructions and how they may be delegitimated through incorporating indigenous knowledge in postcolonial school curricular. The article questions the importance attached to Eurocentric school knowledge and the devaluation of indigenous knowledge in postcolonial states. It further argues that indigenous knowledge as informal knowledge plays a major role in society and should be formalized in educational institutions to constitute a transformative and inclusive educational system. The article proposes hybridization of knowledge to give voice to the formerly marginalized in school curricular in Zimbabwe. It also proposes that knowledge as a historical, cultural, social, spiritual and ideological creation should be a product of collaborated efforts from all possible stakeholders to foster social development and self-confidence in individuals.
Recommended Citation
Shizha, Edward, "Legitimizing Indigenous Knowledge in Zimbabwe: A Theoretical Analysis of Postcolonial School Knowledge and Its Colonial Legacy" (2006). Youth and Children's Studies. 2.
https://scholars.wlu.ca/brantford_yc/2
Comments
This article was originally published in Journal of Contemporary Issues in Education, 1(1): 20-35. © 2006 University of Alberta. Reproduced with permission