Indigenous Knowledge and Science Education in Zimbabwe

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The book examines the role of teachers as gatekeepers in education, highlighting their influence on what constitutes valid knowledge and the marginalization of indigenous perspectives. It delves into teachers' definitions of science and their attitudes towards integrating indigenous knowledge, offering pedagogical strategies to bridge cultural divides. By challenging the dominance of western science, it advocates for a constructivist approach that values multiple sciences, providing insights for educators, curriculum developers, and policymakers committed to fostering intercultural understanding in science education.