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Periodical article | Leiden University catalogue | WorldCat |
Title: | Knowledge, Curriculum and Multi-Culturalism with Particular Reference to Zimbabwe |
Author: | Wright, H.M. |
Year: | 1980 |
Periodical: | Zambezia |
Volume: | 8-9 Education Supplement |
Pages: | 27-36 |
Language: | English |
Geographic term: | Zimbabwe |
Subjects: | race relations educational policy curriculum Ethnic and Race Relations Education and Oral Traditions |
External link: | https://journals.co.za/doi/abs/10.10520/AJA03790622_624 |
Abstract: | Zimbabwe is a multicultural society and if it can be shown that multiculturalism is associated with fundamentally different forms of thinking, i.e. that the Blacks do in fact basically share in the traditional African patterns of thought, and the Whites by and large share the Western scientific pattern, then this difference will have many important consequences for Zimbabwean society and for the management of its education. For the way one thinks, one's world view or 'myth', influences one's attitude to knowledge, and it is the attitude to knowledge which determines fundamentally the whole value structure of schools, their ethos, their aims and their objectives. What the curriculum designer has to ask is whether it is possible satisfactorily to accommodate in one educational systems more than one world view. For any attempt to bring about change in the structure of a given society will be likely to succeed only if there are simultaneous attempts to alter the criteria for judging what is to count as valid knowledge within that society and to alter the curriculum of the schools accordingly. Ref. |