Teaching our Ways of Knowing: A Cultural Imperative for Integrating Indigenous Languages in Zimbabwe’s School Curriculum
Until 2013, indigenous languages (except Shona and Ndebele) have been given very little vitality in education and the knowledge of these languages has always been ignored even in communities where they are dominant. However, an education that legitimises the cultural norms of only one culture within...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book chapter |
| Language: | English |
| Published: |
Midlands State University Press and Publications
2022
|
| Subjects: | |
| Online Access: | https://www.researchgate.net/publication/358495002_Teaching_our_Ways_of_Knowing_A_Cultural_Imperative_for_Integrating_Indigenous_Languages_in_Zimbabwe%27s_Education_Curriculum http://hdl.handle.net/11408/4953 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1779905290940973056 |
|---|---|
| author | Moyo, Mthokozisi |
| author_facet | Moyo, Mthokozisi |
| author_sort | Moyo, Mthokozisi |
| collection | DSpace |
| description | Until 2013, indigenous languages (except Shona and Ndebele) have been given very little vitality in education and the knowledge of these languages has always been ignored even in communities where they are dominant. However, an education that legitimises the cultural norms of only one culture within a pluralistic society robs learners form other cultural backgrounds of their self esteem and the potential of pursuing different careers. The decision to integrate indigenous languages into the education curriculum is a step towards full-blown multiculturalism and linguistic pluralism in the country, creating numerous opportunities for cultural industries and the overall knowledge economy. This diversity in knowledge development dissects the normative monolithic approach to education that alienates and disadvantages some groups of students and their communities. It, therefore, becomes fundamentally important to campaign for an education that recognizes the linguistic potential of students of different cultures; such an education contributes to the knowledge economy underpinned by unique ways of understanding and experiencing the world |
| format | Book chapter |
| id | ir-11408-4953 |
| institution | My University |
| language | English |
| publishDate | 2022 |
| publisher | Midlands State University Press and Publications |
| record_format | dspace |
| spelling | ir-11408-49532022-07-07T13:22:23Z Teaching our Ways of Knowing: A Cultural Imperative for Integrating Indigenous Languages in Zimbabwe’s School Curriculum Moyo, Mthokozisi Indigenous languages Zimbabwe school curriculum Multiculturalism Linguistic pluralism Until 2013, indigenous languages (except Shona and Ndebele) have been given very little vitality in education and the knowledge of these languages has always been ignored even in communities where they are dominant. However, an education that legitimises the cultural norms of only one culture within a pluralistic society robs learners form other cultural backgrounds of their self esteem and the potential of pursuing different careers. The decision to integrate indigenous languages into the education curriculum is a step towards full-blown multiculturalism and linguistic pluralism in the country, creating numerous opportunities for cultural industries and the overall knowledge economy. This diversity in knowledge development dissects the normative monolithic approach to education that alienates and disadvantages some groups of students and their communities. It, therefore, becomes fundamentally important to campaign for an education that recognizes the linguistic potential of students of different cultures; such an education contributes to the knowledge economy underpinned by unique ways of understanding and experiencing the world 2022-07-07T13:22:23Z 2022-07-07T13:22:23Z 2021 Book chapter https://www.researchgate.net/publication/358495002_Teaching_our_Ways_of_Knowing_A_Cultural_Imperative_for_Integrating_Indigenous_Languages_in_Zimbabwe%27s_Education_Curriculum http://hdl.handle.net/11408/4953 en Sociolinguistics and Multilingual Education in Zimbabwe edited by Wiseman Magwa, Vincent Jenjekwa, Mthokozisi Moyo;Chapter 7, pages 149-164 open Midlands State University Press and Publications |
| spellingShingle | Indigenous languages Zimbabwe school curriculum Multiculturalism Linguistic pluralism Moyo, Mthokozisi Teaching our Ways of Knowing: A Cultural Imperative for Integrating Indigenous Languages in Zimbabwe’s School Curriculum |
| title | Teaching our Ways of Knowing: A Cultural Imperative for Integrating Indigenous Languages in Zimbabwe’s School Curriculum |
| title_full | Teaching our Ways of Knowing: A Cultural Imperative for Integrating Indigenous Languages in Zimbabwe’s School Curriculum |
| title_fullStr | Teaching our Ways of Knowing: A Cultural Imperative for Integrating Indigenous Languages in Zimbabwe’s School Curriculum |
| title_full_unstemmed | Teaching our Ways of Knowing: A Cultural Imperative for Integrating Indigenous Languages in Zimbabwe’s School Curriculum |
| title_short | Teaching our Ways of Knowing: A Cultural Imperative for Integrating Indigenous Languages in Zimbabwe’s School Curriculum |
| title_sort | teaching our ways of knowing: a cultural imperative for integrating indigenous languages in zimbabwe’s school curriculum |
| topic | Indigenous languages Zimbabwe school curriculum Multiculturalism Linguistic pluralism |
| url | https://www.researchgate.net/publication/358495002_Teaching_our_Ways_of_Knowing_A_Cultural_Imperative_for_Integrating_Indigenous_Languages_in_Zimbabwe%27s_Education_Curriculum http://hdl.handle.net/11408/4953 |
| work_keys_str_mv | AT moyomthokozisi teachingourwaysofknowingaculturalimperativeforintegratingindigenouslanguagesinzimbabwesschoolcurriculum |