The integration of indigenous knowledge into climate change education: A case of the advanced level geography curriculum in Zimbabwe
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Date
2025
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Fort Hare
Faculty of Education
Faculty of Education
Abstract
The purpose of this study was to establish the integration of Indigenous Knowledge (IK) into Climate Change Education (CCE) in the Advanced Level Geography curriculum at high schools in Zimbabwe. Many countries like Canada, Namibia, South Africa including Zimbabwe have enacted policies and reformed their curricula to align with the UNESCO/ UNICEF recommendation on the integration of IK into CCE. The challenge in many countries is on how to effectively integrated IK into CCE. To explore the integration of IK into CCE, the study was informed by the by Rogan and Grayson's (2003) curriculum implementation theory. The study was located in the interpretivism paradigm, adopted a qualitative approach and a case study design. Semi-structured interviews, lesson observations, and document analysis were used to generate data. Convenient and purposeful sampling were used to select the two schools investigated; the study participants consisted of one Geography district inspector and four Advanced Level geography teachers. The study revealed that teachers integrated few types of IK into CCE during their Advanced Level Geography lessons and relied mainly on the lecturing method and formal assessment as pedagogical strategies. Findings also showed insufficient financial, material, information communication technologies, and professional development support to enhance the integration of IK into CCE at the two schools. Challenges to integrating IK into CCE included the lack of a clear policy on IK integration, inadequate pre- and in-service training for teachers in IK, teachers' poor attitude towards IK, and a lack of the necessary resources to support the integration. The study concluded that at the two schools, the current integration of IK into CCE in the Geography curriculum was incomplete and ineffective. Thus, the study recommended, promulgation of clear guidelines in the policy on IK into CCE integration. Also, that the community be involved in the provision of types of IK. The initial teacher training courses include modules on IK types, and teaching and assessment approaches that enhance the acquisition of knowledge and skills on IK and CCE. The ministry provides workshops on IK, and how to integrate it in CCE in schools. Schools must have fund raising projects to allow them to visit IK resource centres. That researchers and authors need to publish materials that can enhance this effective integration of IK into CCE.
Description
PhD Thesis
Keywords
indigenous knowledge, Climatic changes--Study and teaching, Environmental education--Zimbabwe, Geography--Study and teaching (Higher), Curriculum change--Zimbabwe, Traditional ecological knowledge