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TitleIntegrating indigenous african knowledge systems in teaching and learning at the Catholic University of Zimbabwe : a critical investigation
AuthorMurwira, Stanley
SubjectIndigenous knowledge
SubjectAfrocentric
SubjectEurocentric
SubjectWorldview
SubjectCurriculum
SubjectConstructivism
Subject378.199096891
SubjectEducation, Higher -- Curricula -- Zimbabwe
SubjectEducation, Higher -- Zimbabwe -- Cross-cultural studies
SubjectIndigenous peoples -- Education (Higher) -- Zimbabwe
SubjectIndigenous peoples -- Zimbabwe -- Social life and customs
SubjectMulticultural education -- Zimbabwe
SubjectAfrocentrism -- Zimbabwe
SubjectEurocentrism -- Zimbabwe
SubjectCatholic University of Zimbabwe
Date2020-10-20T13:49:25Z
Date2020-10-20T13:49:25Z
Date2020-01-13
Date2020-10-20
TypeThesis
Format1 online resource (xvi, 202 leaves)
Formatapplication/pdf
AbstractThe research study focused on the integrating of indigenous African knowledge systems in teaching and learning at the Catholic University of Zimbabwe. The curriculum of the Catholic University of Zimbabwe offers a number of degree courses. The study sets out to address the problem with the curriculum of the Catholic University of Zimbabwe, namely, that it is to a large extent dominated by Western knowledge and gives little priority to indigenous African knowledge systems. The majority of the courses offered at the CUZ are Eurocentric in nature and give little regard to the indigenous African knowledge systems. The study was undergirded by the Afrocentric theory which focuses on giving the African world view in terms of knowledge. The research study was informed by the constructivist paradigm which focuses on how individuals analyse and construct meanings of social situations. The research approach is qualitative in nature that means it is based on social interpretation and not numerical analysis of data. The data in the study was generated through face-to-face interviews, focus group discussion and document analysis. The data was presented under different themes. The study found out that they are few courses in the CUZ curriculum which include IAKS. Most of the knowledge and theories in the courses offered at the Catholic University of Zimbabwe curriculum are Western oriented. The knowledge in most of the courses is reminiscent of the colonial education system and gives no regard to indigenous African knowledge systems. The recommendation is for the inclusion of indigenous African Knowledge systems in the CUZ curriculum.
AbstractEducational Foundations
AbstractD. Ed. (Philosophy of Education)
Identifierhttp://hdl.handle.net/10500/26722