Unlocking indigenous knowledge in the learning and teaching of textile technology and design in Zimbabwean high schools

Abstract

The learning trajectory that was introduced in 2017 in Zimbabwe aimed to empower learners with skills and knowledge that are relevant to their own context. This paper, focusing on the Zimbabwean Textile Technology and Design (TTD) syllabus for high schools, reflects on the importance of incorporating learners' real-life experiences into the curriculum. A qualitative research approach was used in a collaborative multi-phased benchmarking study across several Southern African countries. The overall goal of the benchmarking study was to strengthen the curricula for all Home Economics subjects in participating countries, which included TTD in Zimbabwe. To address the purpose stated above, this paper only reports findings that emerged from the benchmarking study relating to the Zimbabwean TTD syllabus, and to what extent indigenous knowledge is embedded therein.  Findings have shown that learners’ indigenous knowledge is insufficiently fostered in TTD.  Colour application using indigenous techniques emerged as the sole example of indigenous knowledge included in this syllabus document that relates learners to their own real-life context. Informed by some of the findings from the broader benchmarking study, recommendations are made for expanding the indigenous knowledge in the Zimbabwean TTD syllabus, through suggesting several potential topics which can be merged with the existing Western knowledge therein. Including both Western and indigenous knowledge contributes a broader, more balanced set of learning, to enable learners to appreciate various forms of knowledge. It is the scholarly mandate of curriculum designers and implementers to develop the integration of such content into the syllabus, thereby strengthening the linking of its content to the real-life experiences of the learners.