Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum

Abstract

Informed by the critical theory, this paper contributes to debates on decolonising education as an agenda for a heritage-driven curriculum espoused by the current Zimbabwe competence-based curriculum. It focuses on the “O” level Food Technology and Design curriculum, an area that has not been much explored. The paper challenges visible and subtle hegemonic tendencies embedded in the school curriculum, making it difficult for school graduates to identify with their heritage. Using literature review and policy documents’ analysis, it explores the place of indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Two observations are highlighted. Firstly, there is limited space provided for indigenous leafy vegetables in the “O” level Food Technology and Design curriculum. Secondly, not much has been emphasised on the nutritional value of indigenous leafy vegetables. To this end, we argue that the “O” level Food Technology and Design curriculum needs to be decolonised if more space is to be provided to indigenous leafy vegetables. To achieve this, advocacy and a deliberate shift towards the inclusion of indigenous dishes and particularly indigenous leafy vegetables in the teaching and learning of Food Technology and Design ought to be foregrounded.

Keywords:

• Critical theory
• Decolonising education
• Indigenous Leafy Vegetables
• Food Technology and Design
• Competence-Based Curriculum

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Thenjiwe Mwase

Thenjiwe Mwase is a PhD candidate at the University of the Free State, South Africa, Faculty of Education, Science and Technology Department. She is a fulltime Lecturer in the Department of Science, Technology and Design Education at Midlands State University, Gweru, Zimbabwe. Her research interests focus on Indigenous Knowledge Systems, Food Product Development, Community Nutrition, curriculum and pedagogy and Virtual instruction in Technical and Vocational Education.

Tendayi Marovah

Tendayi Marovah is a Research Fellow at the University of the Free State, South Africa, Centre for Development Support. He is also a fulltime Lecturer and consultant in the Department of Humanities, Business Development and Arts Education at the Midlands State University, Zimbabwe. His research interests focus on curriculum and pedagogy, higher education, social justice, human development and theorising using the capability approach and the philosophy of Ubuntu.