Abstract
In Zimbabwe, as elsewhere in Africa, local communities had well-developed indigenous knowledge systems for environmental management and coping strategies, making them more resilient to environmental change. This knowledge had, and still has, a high degree of acceptability among the majority of populations in which it has been produced and preserved. These communities can easily identify with this knowledge, and it facilitates their understanding of indigenous scientific processes for environmental management, including disaster prevention, preparedness, response, and mitigation (Kamara, 2007). Community engagement is an ongoing, arduous, and necessary process for developing effective science promotion programs that incorporate indigenous perspectives and epistemologies.
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© 2009 Dip Kapoor and Steven Jordan
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Shizha, E. (2009). Chara chimwe hachitswanyi inda: Indigenizing Science Education in Zimbabwe. In: Kapoor, D., Jordan, S. (eds) Education, Participatory Action Research, and Social Change. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230100640_10
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DOI: https://doi.org/10.1057/9780230100640_10
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