The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Theorising the Politics of Knowledge Production in Curriculum in Zimbabwe: Indigenous Knowledge Systems for Transformative Classroom Practices
Abstract
This chapter theorises the politics of knowledge production in order to understand the ways in which Indigenous Knowledge Systems (IKS) could be framed as bases for promoting transformative classroom practices in Zimbabwe. Doing so is necessary as the school curricula of many education systems in postcolonial Africa remain subservient to the Western European epistemology. The trope, transformative uncolonial learning, is employed in order to re-imagine an ethical pedagogy that could result in transformative classroom practices. The argument developed is that history and dance, as implicated in the politics of the black body, could be re-framed as the basis of ethical classroom practices. To achieve this, teachers need to embrace productive pedagogies that promote pluriversality of knowledges as valid and legitimate school knowledge.
Related Content
|
Riann Singh, Shalini Ramdeo.
© 2023.
26 pages.
|
|
Fred Moonga, Trevor Sichombo, Siwa Irene Mwene, Richard Mweemba.
© 2023.
18 pages.
|
|
Zeinab Asef Arees.
© 2023.
16 pages.
|
|
Anand Jha, Namita Saxena, Suhel Ahmed Khan, Manoj Kr. Niranjan.
© 2023.
31 pages.
|
|
Muhammad Faisal Sultan, Imam Uddin, Muhammad Asif, Asim Rafiq.
© 2023.
9 pages.
|
|
Muhammad Faisal Sultan, Sadia Khurram Shaikh, Aamir Firoz Shamsi, Ghazala Shaukat.
© 2023.
11 pages.
|
|
Anita Damenshie-Brown, Kingsley Ofosu-Ampong.
© 2023.
24 pages.
|
|
|