- Title
- The culture hut concept as curriculum innovation: Engaging the dialectic nature of heritage in Zimbabwean schools to support ESD learning
- Creator
- Zazu, Cryton
- Subject
- To be catalogued
- Date Issued
- 2017
- Date
- 2017
- Type
- text
- Type
- book chapter
- Identifier
- http://hdl.handle.net/10962/436895
- Identifier
- vital:73314
- Identifier
- ISBN 978-3-319-45989-9
- Identifier
- https://doi.org/10.1007/978-3-319-45989-9_5
- Description
- Influenced by Zimbabwe’s cultural policy of 2004, the culture hut concept entails the establishment of a culture hut or village within schools as a curriculum innovation aimed at promoting the teaching and learning of culture within the country’s formal education system. The culture hut is representative of what can be viewed as a ‘mini cultural museum’ in which cultural ar-tefacts and objects are displayed. All schools in Zimbabwe are, therefore, as a matter of policy expected to have a culture hut; hence the culture hut concept itself as a curriculum innovation has, since 2004, became popular in the country. Despite its popularity, little research has been done to evaluate how this curriculum innovation is adding value to Zimbabwe’s education system. It is against this background that this chapter interro-gates the culture hut concept in Zimbabwe, pointing out some of the shortfalls in its current application and highlighting how, if carefully constituted, such curriculum innovation can foster the type of learning envisaged within the Education for Sus-tainable Development (ESD) framework. This chapter, as much as it provides a critique of how the culture hut concept is being used in Zimbabwean schools, also points to what could be done to reconstitute and use this curriculum innovation in ways that support more ESD learning.
- Format
- 11 pages
- Format
- Publisher
- Routledge
- Language
- English
- Relation
- Zazu, C., 2017. The culture hut concept as curriculum innovation: Engaging the dialectic nature of heritage in Zimbabwean schools to support ESD learning. Schooling for sustainable development in Africa, pp.67-78
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the SpringerLink Terms of Use Statement ( https://link.springer.com/termsandconditions)
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