Teachers’ Perceptions on Inclusion of Agricultural Indigenous Knowledge Systems in Crop Production: A Case Study of Zimbabwe’s Ordinary Level Agriculture Syllabus (5035)

Constantino Pedzisai · 2013

Summary. Teachers in Zimbabwe recognize agricultural indigenous knowledge systems but rarely use them formally in crop production classes. While educators believe integrating these practices would promote sustainability and restore cultural identity, significant barriers exist: reliance on oral tradition and perceived inferiority to Western methods. The study recommends harmonizing indigenous and Western agricultural approaches in the curriculum and documenting indigenous knowledge in written form.

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@article{pedzisai-2013-teachers-perceptions-inclusion-agricultural-indigenous,
  title   = {Teachers’ Perceptions on Inclusion of Agricultural Indigenous Knowledge Systems in Crop Production: A Case Study of Zimbabwe’s Ordinary Level Agriculture Syllabus (5035)},
  author  = {Constantino Pedzisai},
  year    = {2013},
  url     = {http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.1015.2368}
}

TY  - JOUR
TI  - Teachers’ Perceptions on Inclusion of Agricultural Indigenous Knowledge Systems in Crop Production: A Case Study of Zimbabwe’s Ordinary Level Agriculture Syllabus (5035)
AU  - Constantino Pedzisai
PY  - 2013
UR  - http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.1015.2368
ER  - 

Details

Countries

Zimbabwe

Regions

Africa

Categories

education, indigenous-innovation, food-systems

Added

2026-04-28