Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum
Informed by the critical theory, this paper contributes to debates on decolonising education as an agenda for a heritage-driven curriculum espoused by the current Zimbabwe competence-based curriculum. It focuses on the “O” level Food Technology and Design curriculum, an area that has not been much e...
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| Format: | research article |
| Language: | English |
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Taylor and Francis Group
2023
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| Online Access: | https://cris.library.msu.ac.zw//handle/11408/5589 https://doi.org/10.1080/2331186X.2023.2190302 |
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| author | Thenjiwe Mwase Tendayi Marovah |
| author2 | Department of Applied Education, Faculty of Education, Midlands State University, Gweru, Zimbabwe |
| author_facet | Department of Applied Education, Faculty of Education, Midlands State University, Gweru, Zimbabwe Thenjiwe Mwase Tendayi Marovah |
| author_sort | Thenjiwe Mwase |
| collection | DSpace |
| description | Informed by the critical theory, this paper contributes to debates on decolonising education as an agenda for a heritage-driven curriculum espoused by the current Zimbabwe competence-based curriculum. It focuses on the “O” level Food Technology and Design curriculum, an area that has not been much explored. The paper challenges visible and subtle hegemonic tendencies embedded in the school curriculum, making it difficult for school graduates to identify with their heritage. Using literature review and policy documents’ analysis, it explores the place of indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Two observations are highlighted. Firstly, there is limited space provided for indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Secondly, not much has been emphasised on the nutritional value of indigenous leafy vegetables. To this end, we argue that the “O” level Food Technology and Design curriculum needs to be decolonised if more space is to be provided to indigenous leafy vegetables. To achieve this, advocacy and a deliberate shift towards the inclusion of indigenous dishes and particularly indigenous leafy vegetables in the teaching and learning of Food Technology and Design ought to be foregrounded. |
| format | research article |
| id | ir-11408-5589 |
| institution | My University |
| language | English |
| publishDate | 2023 |
| publisher | Taylor and Francis Group |
| record_format | dspace |
| spelling | ir-11408-55892023-05-04T11:11:36Z Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum Thenjiwe Mwase Tendayi Marovah Department of Applied Education, Faculty of Education, Midlands State University, Gweru, Zimbabwe Department of Applied Education, Faculty of Education, Midlands State University, Gweru, Zimbabwe Critical theory Decolonising education Indigenous Leafy Vegetables Food Technology and Design Competence-Based Curriculum Informed by the critical theory, this paper contributes to debates on decolonising education as an agenda for a heritage-driven curriculum espoused by the current Zimbabwe competence-based curriculum. It focuses on the “O” level Food Technology and Design curriculum, an area that has not been much explored. The paper challenges visible and subtle hegemonic tendencies embedded in the school curriculum, making it difficult for school graduates to identify with their heritage. Using literature review and policy documents’ analysis, it explores the place of indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Two observations are highlighted. Firstly, there is limited space provided for indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Secondly, not much has been emphasised on the nutritional value of indigenous leafy vegetables. To this end, we argue that the “O” level Food Technology and Design curriculum needs to be decolonised if more space is to be provided to indigenous leafy vegetables. To achieve this, advocacy and a deliberate shift towards the inclusion of indigenous dishes and particularly indigenous leafy vegetables in the teaching and learning of Food Technology and Design ought to be foregrounded. 10 1 1 15 2023-05-04T11:11:35Z 2023-05-04T11:11:35Z 2023-03-16 research article https://cris.library.msu.ac.zw//handle/11408/5589 https://doi.org/10.1080/2331186X.2023.2190302 en Cogent Education 2331-186X open Taylor and Francis Group |
| spellingShingle | Critical theory Decolonising education Indigenous Leafy Vegetables Food Technology and Design Competence-Based Curriculum Thenjiwe Mwase Tendayi Marovah Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_full | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_fullStr | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_full_unstemmed | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_short | Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum |
| title_sort | decolonising the zimbabwean ordinary level food technology and design curriculum |
| topic | Critical theory Decolonising education Indigenous Leafy Vegetables Food Technology and Design Competence-Based Curriculum |
| url | https://cris.library.msu.ac.zw//handle/11408/5589 https://doi.org/10.1080/2331186X.2023.2190302 |
| work_keys_str_mv | AT thenjiwemwase decolonisingthezimbabweanordinarylevelfoodtechnologyanddesigncurriculum AT tendayimarovah decolonisingthezimbabweanordinarylevelfoodtechnologyanddesigncurriculum |