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Youth & Children’s Studies


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.


This article was originally published in Journal of Contemporary Issues in Education, 1(1): 20-35. © 2006 University of Alberta. Reproduced with permission