Indigenous Knowledge Systems and the Teaching of Climate Change in Zimbabwean Secondary Schools

Autor/in	Tanyanyiwa, Vincent Itai
Titel	Indigenous Knowledge Systems and the Teaching of Climate Change in Zimbabwean Secondary Schools
Quelle	In: SAGE Open, 9 (2019) 4, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tanyanyiwa, Vincent Itai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244019885149
Schlagwörter	Indigenous Knowledge; Climate; Curriculum Development; Geography Instruction; Foreign Countries; Weather; Secondary School Teachers; Natural Disasters; Crisis Management; School Community Relationship; Resilience (Psychology); Secondary School Students; Adolescents; Student Attitudes; Teacher Attitudes; Zimbabwe + Suchen Sie Ihr Suchwort? Klima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geography education; Geography lessons; Geografieunterricht; Ausland; Wetter; Natural disaster; Naturkatastrophe; Krisenmanagement; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Lehrerverhalten; Simbabwe
Abstract	Indigenous African education grew out of the immediate environment, real or imaginary, where people had knowledge of the environment. Indigenous education inculcated a religious attitude that imbued courtesy, generosity, and honesty. At colonization, Africans were thought of as primitive although they had their own systems, contents, and methods of education. Colonialism signified the decline in the importance of indigenous knowledge systems (IKS). By shifting focus in the core curriculum from teaching/learning based on Western science to teaching/learning through IKS as a foundation for all education, it is anticipated that all forms of knowledge, ways of knowing, and world views be acknowledged as equally valid, adaptable, and complementary to one another in equally valuable ways. The uniqueness of indigenous people and their knowledge is inextricably connected to their lands, which are situated primarily at the social-ecological margins of human habitation such as tropical forests and desert margins. It is at these margins that the consequences of climate change manifest themselves in the following sectors: agriculture, pastoralism, fishing, hunting and gathering, and other subsistence activities, including access to water. Government policies in Zimbabwe often limit options and thus undermine indigenous peoples' efforts to adapt. IKS is very important for community-based adaptation and mitigation actions in the agricultural sector for maintenance of resilience of social-ecological systems at a local level. This article, through interviews, document analysis, and personal observations, proposes that it is best for Zimbabwe to develop her own climate change curricula and modes of delivery that incorporates IKS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01