Integrating indigenous knowledge of food preservation with school science teaching in Zimbabwe

A thesis submitted to the Witwatersrand School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy 2018The purpose of this study was threefold: first, to analyse relevant science curricula and policy documents in Zimbabwe for their guidance on the teaching of indigenous knowledge (IK) and the promotion of cultural values; second, to explore and document indigenous methods of food preservation; and third, to develop a teaching model for science education in Zimbabwe. Indigenous forms of knowledge are not being used in the teaching of science in schools and could be lost if they are not integrated with school science. I focused on IK methods of food preservation for the science curriculum. The knowledge encompassed not only the IK practices and methods of food preservation but also the social and the spiritual influences that have a bearing on food preservation. This study was carried out over a period of three years in Chivi, a remote dry rural area of Zimbabwe. The methodology was a qualitative multiple case research study conducted in the local language of Chishona. Participants were community elders, science teachers, schools and learners from two villages. I generated the data using multiple methods including document analysis, interviews, brainstorming sessions, site visits, participant observations and free-writing sessions. I used document analysis on the Zimbabwe school science curriculum and policy documents. I interviewed community elders, science teachers and school learners on IK methods of food preservation and how such methods could be used in the teaching of the topic of food preservation in school science classes in Zimbabwe. Science teachers involved in the study were also given the opportunity to brainstorm on issues related to IK methods of food preservation and to suggest ways that this knowledge could be integrated into school science teaching. I made site visits to community elders‘ places of residence where I observed their food preservation artefacts. School learners were also given the chance to engage in free-writing sessions on stories, games, idioms and cultural expressions related to methods of food preservation. I used journaling throughout this investigation to reflect on my research process. I sought validation of my initial thoughts from community participants. My data analysis was both deductive and inductive. To guide the analysis, I used grounded theory as an analytical tool. The Zimbabwe Ministry of Primary and Secondary Education recommends that schools should include learners‘ cultural identities in learning but there are some omissions and no guidance of how this should be done. It also calls for a science content which provides values that mould learners into useful citizens. Documents also indicate that the science topic of ‗food preservation‘ teaching should be drawn from methods used in local communities which include the use of learners‘ local languages in science teaching. This study provides numerous examples that may assist teachers to integrate local IK content into their science teaching in schools. For example, community elders use ‗hwikwiyo’ (granary with plastered roof) to dry and store their grain crops; and ‗chingo’ (clay pots) to ferment and thicken their milk. The study also highlights the importance of Chishona language specific terms which are not usually used in school science teaching. The interview results suggest that teachers and learners were, at first, not aware of how IK could be used in science teaching and relied mostly on traditional methods of teaching science. However, by the end the of the research project, teachers indicated that the community‘s IK methods of food preservation, in relation to the use of prior experiences, examples and resources from culture, could be used in their classrooms. Teachers also suggested the use of cultural heritage and an emphasis on mechanism of methods involved in food preservation as important considerations for school science teaching. The study concludes that IK of food preservation could be integrated into the teaching of school science through the use of specific examples. The IK-science integration policies need to be strengthened given that some documents did not include how such integration should be done. Research on the use of spiritual values and ‗zviera’ (cultural taboos) is not resolved and may be suggested as an important area for further studies for science education.MT 201

Integrating indigenous knowledge of food preservation with school science teaching in Zimbabwe

A thesis submitted to the Witwatersrand School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy 2018The purpose of this study was threefold: first, to analyse relevant science curricula and policy documents in Zimbabwe for their guidance on the teaching of indigenous knowledge (IK) and the promotion of cultural values; second, to explore and document indigenous methods of food preservation; and third, to develop a teaching model for science education in Zimbabwe. Indigenous forms of knowledge are not being used in the teaching of science in schools and could be lost if they are not integrated with school science. I focused on IK methods of food preservation for the science curriculum. The knowledge encompassed not only the IK practices and methods of food preservation but also the social and the spiritual influences that have a bearing on food preservation. This study was carried out over a period of three years in Chivi, a remote dry rural area of Zimbabwe. The methodology was a qualitative multiple case research study conducted in the local language of Chishona. Participants were community elders, science teachers, schools and learners from two villages. I generated the data using multiple methods including document analysis, interviews, brainstorming sessions, site visits, participant observations and free-writing sessions. I used document analysis on the Zimbabwe school science curriculum and policy documents. I interviewed community elders, science teachers and school learners on IK methods of food preservation and how such methods could be used in the teaching of the topic of food preservation in school science classes in Zimbabwe. Science teachers involved in the study were also given the opportunity to brainstorm on issues related to IK methods of food preservation and to suggest ways that this knowledge could be integrated into school science teaching. I made site visits to community elders‘ places of residence where I observed their food preservation artefacts. School learners were also given the chance to engage in free-writing sessions on stories, games, idioms and cultural expressions related to methods of food preservation. I used journaling throughout this investigation to reflect on my research process. I sought validation of my initial thoughts from community participants. My data analysis was both deductive and inductive. To guide the analysis, I used grounded theory as an analytical tool. The Zimbabwe Ministry of Primary and Secondary Education recommends that schools should include learners‘ cultural identities in learning but there are some omissions and no guidance of how this should be done. It also calls for a science content which provides values that mould learners into useful citizens. Documents also indicate that the science topic of ‗food preservation‘ teaching should be drawn from methods used in local communities which include the use of learners‘ local languages in science teaching. This study provides numerous examples that may assist teachers to integrate local IK content into their science teaching in schools. For example, community elders use ‗hwikwiyo’ (granary with plastered roof) to dry and store their grain crops; and ‗chingo’ (clay pots) to ferment and thicken their milk. The study also highlights the importance of Chishona language specific terms which are not usually used in school science teaching. The interview results suggest that teachers and learners were, at first, not aware of how IK could be used in science teaching and relied mostly on traditional methods of teaching science. However, by the end the of the research project, teachers indicated that the community‘s IK methods of food preservation, in relation to the use of prior experiences, examples and resources from culture, could be used in their classrooms. Teachers also suggested the use of cultural heritage and an emphasis on mechanism of methods involved in food preservation as important considerations for school science teaching. The study concludes that IK of food preservation could be integrated into the teaching of school science through the use of specific examples. The IK-science integration policies need to be strengthened given that some documents did not include how such integration should be done. Research on the use of spiritual values and ‗zviera’ (cultural taboos) is not resolved and may be suggested as an important area for further studies for science education.MT 201

Should Traditional Medicine Practiced in Chivi, Zimbabwe Be Included In School Curricula?

A ZJER article on proposals to include traditional medicines on the education curricular in Zimbabwe.Traditional medical practices in Chivi District, Masvingo Province, Zimbabwe were investigated through interviewing traditional healers and other dwellers of the district and through questionnaires given to medical doctors, nurses, heads of science departments of secondary schools and representatives of form four students from thirty-two secondary schools in the district. The respondents consisted of 42% males, 58% females and 16% of the total being below the age of 25 years. Data from interviews were treated qualitatively whilst data from questionnaires were subjected to quantitative treatment. In general, respondents concurred that religion, age, and gender influenced the choice of health care systems. Most people agree that traditional medicines are useful but lament their lack of hygienic practices, labeling and dosage information. The study confirmed that traditional medicines are widely used, with patients seeking treatment mainly in connection with dysmenorrhoea, impotence, snakebites, stomach aches and wound healing. Out of the 1129 respondents, 34% admitted using traditional medicines, 93% think that traditional medicines are important, 56% believe that traditional medicines have advantages over biomedicines and that only people above twenty-five years of age should visit traditional healers

Indigenous Knowledge and Food Preservation: A Case of ‘Collective Responsibility’ for the Murambwi Locality in Chivi, Zimbabwe

Research in Southern Africa, Zimbabwe included, focusing on indigenous knowledge (IK) and food preservation practices have increased markedly over the past two decades. Some research focus on IK and the role of gender. It does not, however, consider specifically the role played by traditional values in indigenous food storage and preservation techniques. This paper explores a rural community’s IK and how this contributes to their post-harvest strategies used in Murambwi locality in Chivi, Zimbabwe. This locality has a dry ecology and indigenous people in the area have for centuries managed to preserve their food using indigenous knowledge. Sixteen community elders were interviewed through open discussions. The elders stressed the importance of collective responsibility in their IK of food preservation in communities, with reference to large and small grains and seasonal and perishable foods. Also, the elders displayed a collective sense of belonging, as manifested in their use of collective pronouns when referring to their homes and the land, ownership of resources, working together, close family relationships, and respect for sacred places. Relationships were at the center of the community, and they manifested through the emphasis on sharing, caring, respect, and common good

Indigenous knowledge for school science: insights into the issue of intellectual property rights from three South African studies

Some research studies in South Africa have shown that existing intellectual property laws have managed to protect Indigenous Knowledge held by indigenous people. However, more needs to be done, particularly regarding the recognition of indigenous laws when protecting Indigenous Knowledge in research publications. In this paper, we explore how intellectual property rights are being handled in studies involving Indigenous Knowledge and the teaching and learning of school science in South Africa. Three sample case studies and interviews with Indigenous Knowledge researchers were used to generate data. This analysis, guided by the Indigenous Knowledge Intellectual Property rights, and Indigenous Knowledge Systems content analysis conceptual frameworks, focused on the Indigenous Knowledge and its source, rationale for its protection, and methods used to protect it. We complemented case study data with 10 interviews of Indigenous Knowledge group members at the University of the Witwatersrand, South Africa, on their understanding of the intersection of intellectual property with innovation in Indigenous Knowledge research. Data shows that the rights of Indigenous Knowledge holders have not received ‘full’ recognition. We recommend that in research publications there should be a ‘connection’ between intellectual property laws and indigenous laws for knowledge holders to receive the recognition that they deserve.Keywords: Indigenous knowledge, school science, cultural protocols, integration, intellectual property, intellectual property right