What Indigenous Knowledge?
Beliefs and Attitudes of Rural Primary School Teachers towards Indigenous Knowledge in the Science Curriculum in Zimbabwe Edward Shizha The Australian Journal of Indigenous Education Vol. 38, 2008, pp. 80-90 Despite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children’s experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried out while the teachers were conducting science lessons. Classroom interactions and communications were vividly captured and analysed, while interviews were conducted after observations to capture expl
