Integrating Indigenous Knowledge on Environmental Management Practices in the Teaching of Geography in Secondary Schools: A Case of Chimanimani Community in Zimbabwe

Abstract

AbstractThe rapid population and industrial growth in Zimbabwe has resulted in land degradation and negative impacts on the human and physical environment. The primary purpose of this chapter was to find out the various indigenous environmental management practices available in Chimanimani that can be adopted by other communities in the conservation and sustainable use of resources. Secondly, the study explored Indigenous Knowledge (IK) and environmental management practices that can be integrated in the teaching of Geography in secondary schools, in order to ensure there is sustainable use of resources for the current and future generations. The study was guided by Edward Said (1978) post-colonial theory. An interpretive research paradigm was adopted in the community case study. Data were generated through a documentary analysis of the Form 1–4 (2015–2022) Geography syllabus, individual and group WhatsApp chats with Geography teachers and face-to-face interviews with community indigenous environment experts. The population sample consisted of ten (10) Geography teachers drawn from three (3) secondary schools and (6) community elders who were purposively sampled from the Chimanimani community. Data were analysed by generating thick descriptions and themes. The study revealed that the Chimanimani community has cultural practices that can be adopted in the conservation of resources. The research further exposed that IK related to environmental management can be integrated in the teaching of Geography in secondary schools in order to enhance sustainable use and environmental management of resources. The study recommends the integration of Indigenous and Eurocentric models in the conservation and sustainable management of resources. The incorporation of more indigenous environmental management practices in the Geography curriculum in secondary schools can help to inculcate a culture of environmental conservation among learners and communities.KeywordsIndigenous Knowledge (IK)IntegrationEnvironmental ManagementChimanimani communityGeographySustainable