Legitimizing indigenous knowledge in Zimbabwe: A theoretical analysis of postcolonial school knowledge and its colonial legacy

Edward Shizha

doi:10.20355/c5rp4j

Abstract

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 de-legitimated through incorporating indigenous knowledge in postcolonial school curricular. The article questions the importance attached to Euro-centric 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.

Highlights

The education systems in postcolonial states in Africa appear not to have made much progress in shedding previously reified “modern” colonial knowledge to define and determine academic knowledge relevant for African societies and economies
Curricular in schools are deeply seated in the assumption that Eurocentric knowledge is superior to indigenous African knowledge, and this assumption is rife and regarded as “truth.” The assumption has promoted the displacement and silencing of other belief and knowledge systems, which have largely been marginalized
The reproduction of the culture of the dominant class in schools has a hegemonic effect that reinforces the fact that educational systems all over the world are not valuefree and neutral (Shizha, 2005)

Summary

Introduction

The education systems in postcolonial states in Africa appear not to have made much progress in shedding previously reified “modern” colonial knowledge to define and determine academic knowledge relevant for African societies and economies. The reproduction of the culture of the dominant class in schools has a hegemonic effect that reinforces the fact that educational systems all over the world are not valuefree and neutral (Shizha, 2005). Like Zimbabwe, the reification of Eurocentric knowledge, which promotes the "superiority" of Western knowledge, is still perpetuated by the education system and schooling practices that negate ideals on crosscultural education. The community's cultural knowledge constitutes the informal learning that children experience in their everyday lives, which is discounted as irrelevant for schooling. Education in postcolonial Zimbabwe does very little to incorporate the lifeworlds and lived experiences of students. It denies and prevents these students from actively engaging and participating in knowledge production. Postcolonial education, in most cases redefines and reproduces hegemonic structures of westerndefined knowledge (Shizha, 2005)

The social construction of indigenous knowledge

Conclusion