Abstract:
This paper discusses representation of Indigenous agriculture knowledge and practices (IAKP) in the Zimbabwe secondary school agriculture curriculum with reference to possibilities and opportunities for inclusion. A qualitative multiple case study was employed to analyse components of curriculum and community IAKP, and a curriculum gap was found. The research suggests ways in which effective IAKP inclusion can be approached, the benefits of integration, and some of the challenges for schools. Using a decolonial theory framework, this study consisted of interviews with teachers, lecturers, extension officers and farmers in the area, as well as document analysis and on-the-spot observations. Findings show the curriculum was deficient of IAKP because of knowledge hegemony by the West. In order to decolonise the curriculum, the inclusion of IAKP aspects is of paramount importance to bringing the curriculum into context. Participatory Curriculum Development model is proposed in which stakeholders are involved in the curriculum designing. Recommendations include revision of agricultural policy and further research on decolonising curriculums and utilisation of indigenous farmers in education. Educational support materials on IAKP are required to perform the effective integration in the classroom. The following technologies were highlighted in the study: Leveraging indigenous knowledge holders and practices to enrich agriculture education for sustainable and contextually relevant approaches. By bridging curriculum gaps and promoting growth inclusiveness, the curriculum for agriculture in Zimbabwe can improve agriculture learning for local communities and uphold people's local heritage.
