The role of Tshivenda Indigenous knowledge in formal education in Beitbridge, Zimbabwe
Keywords:
Tshivenda language, Indigenous Knowledge Systems, formal educationAbstract
Indigenous knowledge systems (IKS) stem from the immediate environment and remain some of the most valuable resources owned by rural communities. However, they have also been the least used in transforming educational systems in Africa. In Africa, especially in Zimbabwe, while the Indigenous communities always find value in their local knowledge which is part of their education, it was not the same with the colonial administration, which viewed Indigenous knowledge as primitive, anti-development, backward, uncivilised, ungodly and mere repetition of practices without any theory to explain them. Due to this most Africans, turned their backs on Indigenous knowledge systems which in the end led to a decline in their use. Despite the globally surging call that emphasizes the urgent need to embrace, learn and preserve our indigenous knowledge, very little has been done to change their status, especially in African communities. Against this background, this paper explores the role that Indigenous knowledge systems can play in the learning and teaching processes in formal education. The study adopted an exploratory qualitative research design and the Sankofa theory provided the theoretical framework. Vhavenda knowledge holders’ views were solicited using semi-structured interviews. The selection of participants was done through purposive sampling. The findings of the study unveiled that Tshivenda Indigenous knowledge has been excluded from formal education and by extension, Indigenous experiences, values, cultures, philosophies, and traditions of the Vhavenda people were equally excluded. The study argues that the inclusion ofIndigenous knowledge in formal education would promote socio-cultural, political, economic, scientific, and technological development in Beitbridge.
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