Efficacy of Heritage-Based Pedagogies in Improving Contemporary Educational Outcomes: Perspectives from the Karanga Context around Great Zimbabwe.

Abstract

The study explores the potential and sustainability of heritage based pedagogies in improving 
educational outcome in contemporary societies. Traditional education practices within the Karanga 
context of Masvingo are examined. Three areas bordering the Great Zimbabwe monuments were 
conveniently sampled for the study. The aim was to propose a Zimbabwean cultural renaissance 
through tapping into the country’s rich traditional educational heritage and culture for posterity. 
This is against a background of the realisation of high investment and literacy development in 
Zimbabwe which has little impact on envisioned educational outcomes in terms of the morality 
ethic, integrity, respect for human dignity, the self and justice, critical thinking, innovation, and 
industriousness. An Afrocentric theory of human personhood which grounds personhood 
development in cultural processes around an individual guides the study. A qualitative approach 
based on ethnographic design and utilizing interviews, oral history, oral tradition and observations 
in data collection was adopted. Forty participants constituted the study sample which included 
interview participants, oral tradition participants, as well as oral history participants.  The research 
focuses on the following three aspects: the essence of oral tradition (proverbs, riddles, storytelling, 
poetry and song), the role of games and play, and the value of mentoring as pedagogical approaches 
in the education of children in the Karanga culture. The study further examines ways of 
harmonising current pedagogical approaches with the heritage based ones in order to advance a 
holistic pedagogy which does not divorce children from their heritage. The study reveals that 
infusing heritage-based pedagogies into contemporary educational systems can greatly enhance 
educational outcomes. The study finally explores possibilities for current educational pedagogical 
innovations derived from the traditional system.