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Theorising the Politics of Knowledge Production in Curriculum in Zimbabwe: Indigenous Knowledge Systems for Transformative Classroom Practices

Theorising the Politics of Knowledge Production in Curriculum in Zimbabwe: Indigenous Knowledge Systems for Transformative Classroom Practices

Nathan Moyo, Jairos Gonye
Copyright: © 2021 |Pages: 28
ISBN13: 9781799812494|ISBN10: 1799812499|EISBN13: 9781799812517
DOI: 10.4018/978-1-7998-1249-4.ch008
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MLA

Moyo, Nathan, and Jairos Gonye. "Theorising the Politics of Knowledge Production in Curriculum in Zimbabwe: Indigenous Knowledge Systems for Transformative Classroom Practices." Ethical Research Approaches to Indigenous Knowledge Education, edited by Ntokozo Mthembu, IGI Global, 2021, pp. 178-205. https://doi.org/10.4018/978-1-7998-1249-4.ch008

APA

Moyo, N. & Gonye, J. (2021). Theorising the Politics of Knowledge Production in Curriculum in Zimbabwe: Indigenous Knowledge Systems for Transformative Classroom Practices. In N. Mthembu (Ed.), Ethical Research Approaches to Indigenous Knowledge Education (pp. 178-205). IGI Global. https://doi.org/10.4018/978-1-7998-1249-4.ch008

Chicago

Moyo, Nathan, and Jairos Gonye. "Theorising the Politics of Knowledge Production in Curriculum in Zimbabwe: Indigenous Knowledge Systems for Transformative Classroom Practices." In Ethical Research Approaches to Indigenous Knowledge Education, edited by Ntokozo Mthembu, 178-205. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-1249-4.ch008

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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.

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