Majoni and Chinyanganya
Greener Journal of Education and Training Studies Vol. 2 (3), pp. 064-070, July 2014.
Manuscript Number: 012914086
Integrating Traditional African Education into Current Educational Practices: Suggestions for Primary School Pedagogy
1Cuthbert Majoni, 2Taurai L. Chinyanganya
1Zimbabwe Open University, Mashonaland Central Region P. Bag 984, Bindura, Zimbabwe.
2Mashonaland Central Region P. Bag 984, Bindura, Zimbabwe.
2chinyanganyatau @yahoo. co.uk, Tel: 263+71+ 7161/7484/7107, Cell: 0772912938
*Corresponding Author’s Email: cmajoni @gmail .com, Tel: 263+71+ 7161/7484/7107, Cell 0772678966
This paper examines
how traditional African educational approaches can be used with European
methods in the teaching of young children at primary schools in Zimbabwe. From
an African-centred perspective, European/Western education is viewed as
‘compartmentalistic’, limiting and potentially inhibitive of the communal, social, and cultural responsibilities expected of a
fully initiated African adult. The paper takes the position that a re-look at
African traditional knowledge dissemination system
s such as communal
education, group learning, fireside folktales and legends, used in tandem with
the European paradigm, will produce a better-cultured adult who fits comfortably
in the frame of current developments on the African continent. The paper proposes a curriculum that
recognises the value of African traditions as educational methods of teaching
that can make learning more relevant and exciting for primary school going
Keywords: traditional African education, pedagogy, relevance, colonialism.
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