Harnessing Indigenous Knowledge (IK) for sustainable ECD centres In Rural Karanga communities of Zimbabwe

Abstract

The Karanga people hold beliefs and practices that profoundly influence environmental management. Traditionally, the Shona, of which the Karanga are a dialectical subgroup, exhibited strong stewardship of their environment. However, this ethos has waned due to the effects of Western hegemony (Mabvurira, Muchinako & Smit, 2021). This exploratory qualitative study examines howrural Karanga communities currently leverage local flora and fauna for sustainable development, focusing specifically on Early Childhood Development (ECD) centres. Grounded in Afrocentricity and Heritage-Based Education, the study aligns with Zimbabwe's Education 5.0 framework. Data were gathered through semi-structured interviews with participants from various community sectors. The findings reveal that Indigenous Knowledge (IK) plays a crucial role in areas such as nutrition, medicine, and employment generation. We conclude that rural Karanga communities can effectively utilize IK to foster sustainable practices in ECD.