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Early Childhood Development Teachers` EARLY CHILDHOOD DEVELOPMENT TEACHERS` UNDERSTANDINGS OF INDIGENOUS KNOWLEDGE AND HOW THEY INCORPORATE IT IN THEIR PEDAGOGICAL PRACTICES. Nomatter Manzunzu A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements of the degree of Doctor of Philosophy. Johannesburg, 2019 1 Declaration I Manzunzu Nomatter, Student Number 909095, declare that this thesis entitled Early Childhood Development Teachers` understandings of Indigenous knowledge and how they incorporate it into their pedagogical practices is my own, unaided work. It is being submitted for the award of the Degree of Doctor of Philosophy in the University of The Witwatersrand, Johannesburg. It has not been submitted before for any degree in any other university. Signature……………………………… Date………………………… i Abstract The study establishes Early Childhood Development (ECD) teachers` understandings of indigenous knowledge and how they incorporated indigenous knowledge (IK) into their pedagogical practices. The study was motivated by the growing call for the inclusion of indigenous knowledge into the education system in Zimbabwe. A qualitative research paradigm was adopted because this enabled me to obtain in-depth information from the teachers in their natural setting. A case study method was followed drawing on three schools which were purposively sampled to provide rich, in-depth data. The schools were drawn as one from the urban, peri- urban area and rural areas respectively. Semi- structured interviews; survey, observation and document analysis were used to collect data. The study comprised six (6) Early Childhood Development teachers and three (3) School Heads. Data were analysed in using thematic content analysis. The findings reveal that the Indigenous and western ECD programmes are running parallel to each other. Findings further reveal that tension exists between the more formal approach to ECD offered by schools and the play-based pedagogical approach which are widely advocated by those researching in the ECD space. It emerged that the ECD programme is being over formalised at the expense of a playful pedagogical approach that allows for the successful incorporation of IK. Further, findings reveal that most teachers who participated in this study could not effectively incorporate IK into their pedagogical practices. In cases where IK was incorporated, incorporation was minimal and often incidental in nature. This limited use of IK is fuelled by the realisation that only three out of the nine participants had a reasonably good understanding of indigenous knowledge. The others showed a partial understanding. ii The teachers who showed a good understanding of indigenous knowledge are degree holders. Key words: Early Childhood Development, ECD Curriculum; ECD Pedagogical Practices; ECD Policy, Indigenous Knowledge. iii Dedication To my wife Gladys, children Tawananyasha, Tinevimbo, Taponeswa and Tinopiwa. iv Acknowledgements I would like to express my gratitude to my supervisor, Dr Lorayne Excell for her patient guidance, encouragement, and constructive criticism in the development of this thesis. I most sincerely thank parents, Teachers, and children of Mutare district and everyone who participated in this study: ECD A and B children for their contributions during observations. ECD teachers and school heads for taking part in the study without whose contributions the study would not have been a success. Parents whose children were observed for consenting on behalf of their children. I am also grateful to Kellogg Foundations for funding my studies which made the undertaking and completion of this study possible. Thanks to Ministry of Primary and Secondary Education, Zimbabwe for granting me permission to undertake my study in Manicaland schools. My profound gratitude goes to my wife Gladys, who has always been my pillar of strength; you never cease to support me. I also thank my children, for bearing with me during the inevitable absence from home. I would also thank the prayers that kept me going. v I am very grateful too to my friends, Joshua Makotore and Macdonald Mushunje for supporting me throughout my study period. Finally, I thank the Almighty God who gave me strength day by day. vi TABLE OF CONTENTS Contents Declaration ...................................................................................................................... i Abstract .......................................................................................................................... ii Dedication ..................................................................................................................... iv Acknowledgements ....................................................................................................... v TABLE OF CONTENTS ................................................................................................ vii List of Tables .............................................................................................................. xiii List of figures ............................................................................................................. xiv Acronyms ..................................................................................................................... xv CHAPTER 1 .................................................................................................................... 1 ORIENTATION TO THE STUDY .................................................................................... 1 1.1 Introduction ............................................................................................................................ 1 1.2 Background to the Study......................................................................................................... 2 1.3 Statement of the Problem ............................................................................................................ 5 1.4 Main Research Question ............................................................................................................... 7 1.4.1 Sub Questions ........................................................................................................................ 7 1.5 Rationale ....................................................................................................................................... 7 1.6 Research Assumptions .................................................................................................................. 8 1.7 Significance of the Study ............................................................................................................... 8 1.8 Location of the Study .................................................................................................................... 9 1.9 Some Conceptual Ideas Underpinning This Study ...................................................................... 10 1.9.1 Indigenous knowledge systems ........................................................................................... 10 1.9.2 Indigenous knowledge ......................................................................................................... 11 1.9.3Towards an understanding of the ECD programme in Zimbabwe ........................................ 13 1.9.4 Unpacking the early childhood curriculum .......................................................................... 14 1.9.4.1 The child ............................................................................................................................ 15 1.9.4.2 The context ....................................................................................................................... 16 1.9.4.3 The Content ...................................................................................................................... 16 1.9.4.4 Pedagogical practices in ECD ............................................................................................ 17 1.10 Theoretical Framework ............................................................................................................. 18 1.11 Research Methodology ............................................................................................................. 20 vii 1.11.1 The research paradigm ...................................................................................................... 20 1.11.2 Research participants ......................................................................................................... 21 1.11.3 Research methods ............................................................................................................. 22 1.11.4 Data analysis plan .............................................................................................................. 25 1.11.5 Ethical considerations ........................................................................................................ 26 1.11.6 Pilot study .......................................................................................................................... 27 1.12 Limitations................................................................................................................................. 28 1.13 Overview ................................................................................................................................... 28 CHAPTER 2 .................................................................................................................
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