Africanising the school curriculum: a case for Zimbabwe

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Periodical article

Title:	Africanising the school curriculum: a case for Zimbabwe
Author:	Mavhunga, Pharaoh Joseph
Year:	2006
Periodical:	Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Volume:	18
Issue:	3
Period:	December
Pages:	440-456
Language:	English
Notes:	biblio. refs.
Geographic terms:	Zimbabwe Southern Africa Africa
Subjects:	curriculum Africanization curriculum development education Education--Curricula Educational change
Abstract:	This paper analyses the school curricula of postindependent African States in general, and Zimbabwe in particular, addressing the following questions: from a historical point of view, how did colonialism influence the nature of the school curricula in colonial States? Have there been any meaningful changes to the fundamentals of the school curricula in postcolonial Africa? As a way forward, how can the school curricula be reengineered in order to meet the needs of postcolonial Africa, especially against the background of the new world order driven by the concept of globalization? The paper argues that the school curricula in postcolonial African States have remained largely irrelevant to the needs of indigenous people because they perpetuate European cultural hegemony. The solution to this problem lies in a concerted effort to truly Africanize the school curriculum at all levels. Bibliogr., sum. [ASC Leiden abstract]