ZIMBABWEAN INDIGENOUS KNOWLEDGE SYSTEMS (ZIK)
- IMPLICATIONS FOR THE CURRICULUM

ZIMBABWEAN INDIGENOUS KNOWLEDGE SYSTEMS (ZIK)
- IMPLICATIONS FOR THE CURRICULUM

RITTAH KASOWE

ANYWAY KATANHA

First part of the paper, examined conceptual issues associated with Indigenous Knowledge Systems (IK),
including the nature of the intersection between Science and IK. We reflected on methodological pluralism, and
knowledge production. Intellectual property rights and empowerment are examined. We then explored the
multiple linkages between IK and the curriculum, in terms of needs, goals, teaching strategies and instructional
resources. We reflect on anticipated outcomes and methods of evaluation. We also discussed the role of the
library media center, and the library consultant, in curriculum planning with respect to IK. Our emphasis was on
those components of IK which describe, explain, predict and try to negotiate nature. Firstly we explore some
curriculum models and approaches relevant to our discourse, and various dimensions of teaching, learning and
researching Zimbabwe Indigenous Knowledge (ZIK), through the use of 'oral traditions' and other
methodologies. Secondly we provided specific instructional guidelines on African Traditional Medicine,
Mathematics and Food Processing, Selected readings and multimedia resources are identified along with
current instructional and research challenges. We specified whether ZIK, has specific implications for
democratization, community empowerment, nation building, sustainable development, capacity building and
intellectual development in Zimbabwe and Africa as a whole, in the 21st century.

Prime Research on Education (PRE

2013