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According to
History, The Shona is one of the largest indigenous groups of Zimbabwe. They
have their language and are used by about 75% population of Zimbabwe. The Shona
group of people living in Zimbabwe, located in South Africa, owns the Shona
culture. Takawira Kazembe, a lecture at the University of Zimbabwe took an
interview of few people who practice traditional Shona religion in Zimbabwe and
also saw some traditional ceremonies and practices. Kazembe started that these
traditional Shona people believe in God “Mwari” as the creator and
sustainer of the Universe, in his two ethnographic studies, which were
published in 2009 and 2010(Jarus np). Culture emphasizes beliefs and value,
which are often deeply rooted in a group’s history and traditions. The main
goal of every group is to save their culture and help community establish new
educational culture. Children will get a better future by providing
knowledgeable studies in secondary schools.

Shona people
caring are mathematical knowledge to meet their daily lives. “Mathematics
is a science related to measurements, calculations, discovering
interrelationship and dealing with problems” (Chikodzi and Nyota 5). Shona
people have an appreciable amount of expertise in a field of Mathematics. They
use this experience to fulfill their daily requirements. They have brilliant
mathematical knowledge and innovations to solve community challenges. This is
highly noticeable that rural people can have such high thinking in the field of
mathematics. Also, math had also been known as queen & servant of science
as it rules over all other subjects as well as serves at the same time.
Majority of the world believes that African people don’t possess any useful
knowledge, but they do have a fair amount of ideas and innovations. The
mathematical knowledge of the Shona people is entirely different than the
school mathematics as they use their knowledge in building a hut, clay plots
making, traditional medicine preparation, mixing ratios, etc (Chirume 41). As a
community, they can use and improve into mathematic. They were utilizing time
administrations and work in day by day life unconsciously. They knew the idea
of sharing, which intended to share the knowledge. They additionally knew the
Concept of probability. Sharing scientific learning enable groups to comprehend
nearby difficulties and advantages to individuals in the community.

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Teaching Shona
culture in secondary schools is a brilliant idea as it contains the information
other than the one that is instructing in schools can’t pass the learning and
idea from generation to generation. In schools, the students are being taught
to love others but not our selves; “Thus
study calls for the sensitization of teachers and pupils on the need to promote
culture in the school”(Eunitah 28). After the introduction of teaching
Shona culture in secondary Schools that was a very Positive step but few
Drawbacks were there, as the proper planning was not concerning the teaching of
Shona culture. The Shona culture taught thoroughly, and No exact syllabus was
neither Made nor introduced by the education department. No exams conducted at
the term Ending for the Shona Culture so to improve. This current pattern a
Committee made which included five teachers from all the school types in the
district (Eunitah 23). The teachers selected Were very well trusted by The
education department as These teachers were the ones Who believed in Shona
culture till date and up to a Great Extent. Hence, They Were the ones who was
most active in culture Activities as well does Teaching and evaluating the
Shona culture. So, these did data analysis Teachers by collecting the Data’s
form the Secondary school (Eunitah 23). Data analysis was a constant Process
throughout the Investigation. After all those Data analysis and investigation.
Some new plans introduced into the system. Educational trips arranged to the
place, which was related to the history of Shona culture. During these trips,
Students learn that how the traditional Shona people lived as a society, used
to live and Settle together the type of Shelter. They used their traditional
Foods too is and weapons of Those times etc. these educational Trips are
significant as their heritage sites are hawing Great values to the community. This
is the main difference between the school mathematics and the mathematics of
Shona people”(Chirume 44).
Hence the education policies in the school are not supporting the current
education method as a method for passing it to generations.  This leads to the need of promoting the
culture in schools as “Shona men
and women in the rural areas are rich sources of mathematical
knowledge”(Chirume 52), and use cheap and user-friendly innovations for
family survived and upbringing. They have Least Expensive of idea or simplest
solution possible.

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