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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: The research utilized qualitative exploratory methods to investigate how traditional medicine (TM) should be integrated into Zimbabwe’s Heritage-Based Science Curriculum (HBC) to achieve educational decolonization. An exploratory qualitative design was employed to select 25 participants, including science educators, students, traditional healers (n’angas), and curriculum developers from urban, peri-urban, and rural communities in Manicaland and Mashonaland provinces. Semi-structured interviews, focus group discussions (FGDs), and document analysis of Zimbabwe’s HBC Policy and WHO TM reports were conducted. The thematic analysis using NVivo software revealed emerging patterns, and trustworthiness was ensured through member checking. Ethical considerations were rigorously upheld; thus, prior approvals were obtained from the relevant authorities in Zimbabwe. Informed consent, anonymization, and confidentiality protocols were strictly followed and collaborative engagement respected cultural knowledge sovereignty while minimizing harm. The study found that TM practices were extensive (herbal, spiritual, diagnostic), and there was strong support for integration to enhance cultural heritage preservation and student learning. A framework for meaningful TM inclusion in science education was developed, emphasizing community collaboration and epistemological pluralism. |
| Keywords: Decolonization; Heritage-Based Curriculum; Traditional Medicine; Science Education |
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