From Traditional To Heritage-Based: A Bibliometric Analysis of Physical Education Curriculum in Zimbabwean Primary Schools
DOI:
https://doi.org/10.54536/ajssi.v1i1.6733Keywords:
Bibliometric Analysis, Curriculum Decolonisation, Heritage-Based Curriculum, Indigenous Knowledge Systems, Physical Education, Traditional Games, Zimbabwean Primary SchoolsAbstract
This study finds that since the early 2000s, Zimbabwean primary school physical education has shifted from Western-oriented models to heritage-based approaches. Key findings include the endorsement of the 2015 Curriculum Framework for Primary and Secondary Education, the strategic integration of the Ubuntu philosophy into school sports, and policy mandates requiring traditional games and dances. Government and NGO-led teacher training has supported these initiatives, resulting in more culturally relevant activities in schools. Research highlights the positive effects on student engagement and cultural awareness. However, gaps persist in curriculum implementation and teacher preparation. Challenges include limited resources, insufficient training, and tension between standardised assessments and diverse teaching methods. These findings illustrate curriculum reform in post-colonial African schools and provide insight into strengthening heritage-based physical education in Zimbabwe.
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