Representation of Indigenous Agriculture Knowledge and Practices in the Zimbabwe Secondary School Agriculture Curriculum: Prospects and Opportunities for Inclusion

Constantino Pedzisai · 2026 · Zenodo (CERN European Organization for Nuclear Research)

Summary. Zimbabwe's secondary school agriculture curriculum largely excludes Indigenous agricultural knowledge and practices, reflecting Western knowledge dominance. The study proposes integrating Indigenous approaches through participatory curriculum development involving teachers, lecturers, extension officers, and farmers. This inclusion would make agriculture education contextually relevant, support sustainable practices, and preserve local heritage while addressing curriculum gaps.

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@article{pedzisai-2026-representation-indigenous-agriculture-knowledge-practices,
  title   = {Representation of Indigenous Agriculture Knowledge and Practices in the Zimbabwe Secondary School Agriculture Curriculum: Prospects and Opportunities for Inclusion},
  author  = {Constantino Pedzisai},
  journal = {Zenodo (CERN European Organization for Nuclear Research)},
  year    = {2026},
  doi     = {10.5281/zenodo.19200186},
  url     = {https://doi.org/10.5281/zenodo.19200186}
}

TY  - JOUR
TI  - Representation of Indigenous Agriculture Knowledge and Practices in the Zimbabwe Secondary School Agriculture Curriculum: Prospects and Opportunities for Inclusion
AU  - Constantino Pedzisai
JO  - Zenodo (CERN European Organization for Nuclear Research)
PY  - 2026
DO  - 10.5281/zenodo.19200186
UR  - https://doi.org/10.5281/zenodo.19200186
ER  - 

Details

DOI

10.5281/zenodo.19200186

Countries

Zimbabwe

Regions

Africa

Categories

education, indigenous-innovation, policy, general-innovation

Added

2026-04-29