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

Abstract

Abstract

Post-colonial theory in Zimbabwe’s education system: Headmasters’ views

“…The new government of Zimbabwe often aligned decisions on education to the former colonial government's directions (Shizha, 2013). The spirit of control and intolerance that characterized the colonial regimes was adopted and used to perfection by the new African leaders (Shizha, 2006). There is no room for consultation with all the stakeholders.…”

“…The postcolonial education system in Zimbabwe is still based on structures established during the colonial period and perpetuates the colonial view that school knowledge must be Western (Shizha, 2006). Although post-colonial education, which is still Eurocentric undervalues the importance of local worldviews, indigenous scholars have accepted it as a natural and significant productive process of giving meaning to our new world experiences (Shizha, 2006).…”

“…Although post-colonial education, which is still Eurocentric undervalues the importance of local worldviews, indigenous scholars have accepted it as a natural and significant productive process of giving meaning to our new world experiences (Shizha, 2006). The failure by post-colonial governments to accommodate the diverse and conflicting cultural identities in the independent states justifies the continuance of the education policies established by the colonizers (Ahluwalia, 2002).…”

“…Globalization has also contributed to the postcolonial education that glorifies Western education through painting it as the universal best way of doing things (Ahluwalia, 2002;Shizha, 2006;Woolman, 2001). At the individual and the national levels, the colonial system designed for failing students never to catch up has been maintained because the policy was created and is maintained to create gaps.…”

“…Textbooks being used in classrooms are imported from the West, and Western constructs and frames of knowledge are dominant in Zimbabwean schools (Shizha, 2006). The period immediately after the independence of Zimbabwe witnessed educators from the US and the UK preparing teaching and learning materials for African classrooms without regard to the local culture, thus perpetuating colonial practices (Shizha, 2013).…”