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VOL. 12, ISSUE 10 (2025)
Affirming cultural roots: A framework for integrating traditional education into Zambia’s schools
Authors
Gladys Matandiko, Farrelli Hambulo, Francis Musonda, Nicholas Miyoba Haambokoma
Abstract
This article examines how indigenous pedagogies in Zambia can enrich
and transform the formal national curriculum. Grounded in decolonial theory
(Hooks, 1994; Mignolo, 2009) [4, 6] and situated-learning frameworks
(Lave & Wenger, 1991) [5], it proposes an innovative,
comprehensive integration framework linking community-based knowledge
transmission - such as oral storytelling, apprenticeship, and rites of passage
- with classroom instruction, assessment, and values education. Drawing on
multi-site ethnographic case studies among Bemba and Tonga communities, the
research utilizes participant observation, in-depth interviews with elders and
teachers, and document analysis of oral histories and policy briefs (Creswell
& Poth, 2018; Bowen, 2009) [1, 3]. Ethical protocols, including
community consent and reciprocal benefit-sharing, adhere to indigenous research
methodologies (Smith, 1999; Tuhiwai Smith, 2012) [8, 9]. Data were
analyzed through rigorous thematic coding and narrative analysis (Riessman,
2008) [7]. Key preliminary findings indicate that traditional
ecological calendars enhance place-based science curricula; apprenticeship
models foster scaffolding practices aligned with competency-based learning; and
rites of passage ceremonies offer performance-based assessment templates for
validating social and moral competencies. Pilot implementations of co-designed
modules in three rural schools demonstrated improvements in learner motivation
and community engagement, measured via mixed-methods evaluation (Creswell &
Clark, 2017) [2]. The framework emphasizes collaborative
curriculum-development workshops, teacher training in indigenous facilitation
techniques, and policy pathways for formal recognition of non-formal learning
credits. Implications extend to broader decolonial curriculum reforms across
Sub-Saharan Africa. Future research should explore longitudinal impacts and
digital archiving of oral traditions to support open-access repositories. By
affirming cultural roots as educational capital, this article contributes a
replicable model for blending indigenous and formal education systems to foster
holistic, systemically grounded schooling practices.
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Pages:49-54
How to cite this article:
Gladys Matandiko, Farrelli Hambulo, Francis Musonda, Nicholas Miyoba Haambokoma "Affirming cultural roots: A framework for integrating traditional education into Zambia’s schools". International Journal of Multidisciplinary Research and Development, Vol 12, Issue 10, 2025, Pages 49-54
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