An analysis of indigenous agricultural knowledge systems in the Zimbabwe secondary school agriculture curriculum : prospects and opportunities

Abstract

This study sought to make an analysis of the representation of aspects of Indigenous Agricultural Knowledge Systems (IAKS) in the Zimbabwe secondary school agriculture curriculum with a view to explore prospects and opportunities for their inclusion in the curriculum. The study adopted a qualitative multiple case study research design to analyse components of IAKS (knowledge and practices) that were currently included in Zimbabwe’s secondary school agriculture curriculum and investigate those that still existed within the communities studied but outside the curriculum. A comparison of curriculum coverage and community IAKS (knowledge and practices) revealed a curriculum gap which was then used to suggest those components of IAKS that still needed to be included in the Zimbabwe secondary school agriculture curriculum. The study then proposed approaches for the effective inclusion of IAKS before establishing the benefits of their inclusion in the curriculum in question. Lastly, the study examined the challenges that schools may face when including IAKS in the Zimbabwe secondary school agriculture curriculum. The study adopted the multiple case study research design of five research sites in order to examine the relationships between the modern institutions and the Indigenous communities they work with. The cases included two high schools and local farmers from the areas surrounding them, and three tertiary institutions involved in agricultural eduation (training of teachers and agricutlural demonstrators). These different institutions, modern and Indigenous communities, were subunits which form a system whose parts were interrelated. Hence, in this study, structure and agency were linked by examining the interplay between them over time with respect to inclusion of IAKS Systems in the Zimbabwe secondary school agriculture curriculum. The research methodology was underpinned by decolonial theory. The theory informed the choice and use of ‘one on one’ semi-structured in-depth interviews with Agriculture teachers, lecturers in tertiary institutions, Agriculture Extension Officers and local farmers from areas surrounding the two participating high schools. Intensity sampling was used to come up with the study participants except for local farmers who were selected using the snowball sampling technique. The study also employed ‘on-the-spot observation’ of farming activities as practiced at both high schools, by the local farmers and the tertiary institutions. Document analysis of the Zimbabwe Agriculture Policy, National Agriculture syllabi of the Secondary schools and tertiary institutions was done to sift the intended and transacted curriculum on IAKS aspects. The document analysis extended to Agriculture teachers’ schemes of work and students’ written work to expose the transacted curriculum with respect to integration of IAKS aspectts into the agriculture curriculum. The collected data were analysed by identifying, analysing and reporting patterns (themes) within data as per Braun and Clarke’s (2006) thematic analysis approach. The study revealed that, although the indigenous communities studied are rich in aspects of IAKS, the Zimbabwe secondary school agriculture curriculum was deficient in Indigenous agricultural knowledge and practices due to the continuing hegemony of Western knowledge. In an effort to decolonise the curriculum, I propose the need to incorporate more IAKS aspects into the current Zimbabwe secondary school agriculture curriculum to make it contextually relevant. This can be achieved through the application of a Participatory Curriculum Development model that I have designed which engages all stakeholders throughout the curriculum development process. I also suggest the need to develop a revised pro-Indigenous knowledge agricultural policy and to undertake further research into decolonising, indigenising and Africanising agricultural curricula beyond the secondary school (primary education as well as tertiary education) as well as doing the same across all subject disciplines. Indigenous small-scale farmers, who are the holders of Indigenous agricultural knowledge, should be utilised in both the formal education processes as well as in the demonstration of indigenous agricultural practices (practical application). Educational support materials on aspects of IAKS for use by educators in the classroom context should be produced since inclusion is not just about curriculum content but also about relevant teaching and learning resource materials. I further suggest research on the development and improvement of potential Indigenous crops, livestock breeds, fruit trees and forestry trees and on the application of Indigenous sustainable agriculture methods.