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Article Title: Reconceptualising School Science Teaching in the Context of Indigenous Methods of Food Preservation in Chivi, Zimbabwe
by Dominic Mashoko

Abstract:
Science teaching in postcolonial Africa has remained Eurocentric in nature in spite of the provisions given by curricula documents. This paper examines how IK might be integrated with school science teaching in Chivi, Zimbabwe. The study adopted an interpretive research paradigm in which a multiple case study design of five (5) community elders and five (5) science teachers. Document analysis and in-depth semi-structured interviews were used to collect data on preservation of small grains, wild vegetables, sweet potatoes and meat. The postcolonial theory was used for the study. Findings were analysed using grounded analysis. Results revealed food preservation practices such as use of granaries, sun drying, smoking, salting and underground pits. Science documents show that IK could be integrated through teaching through cultural identity for epistemological equity, use of local language, use of content from culture, and use of suggested cultural pedagogy. Participants they indicated that cultural values were important when preserving their food. The chapter concludes that teaching should be reconceptualised in the context of cultural values; failure which school science teaching will remain irrelevant to learners in indigenous communities.

Keywords: Reconceptualisation, Indigenous Knowledge, School Science, Postcolonial, Cultural Identity

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