Teachers views on the utility of indigenous knowledge systems in the teaching of agriculture in selected schools in Zvimba District, Zimbabwe

Abstract

This qualitative phenomenological study analysed teachers’ views on the utility of Indigenous Knowledge Systems in the teaching of agriculture in primary schools. The study utilised a phenomenological multiple case study design which focused on three primary schools. A sample of 12 participants was purposively selected based on having five years or more teaching experience. Data collection utilised semi-structured interviews and focus group discussions for purposes of methodological triangulation. Data analysis utilised Interpretative Phenomenological Analysis in which themes were generated from participants’ transcripts. The study established that teachers are aware of Indigenous Knowledge Systems and their importance in the teaching of agriculture. In addition, teachers also demonstrated knowledge of those indigenous knowledge forms prevalent in their communities and that they utilised these knowledge forms in the teaching of agriculture. However, despite their knowledge of indigenous knowledge forms, participants exhibited limitations in conceptualisation that tended to negatively impact on the range of syllabus topics that could benefit from the infusion of indigenous knowledge. In view of these findings, the study recommends that the Ministry of Primary and Secondary Education should mount workshops to conscientize teachers on the infusion of Indigenous Knowledge Systems in the teaching of agriculture. Furthermore, book publishers should be encouraged to publish textbooks that reflect the incorporation of Indigenous Knowledge and encourage schools to research and document indigenous knowledge prevalent in their communities from which pool of knowledge they can draw during teaching.