The ManicaPost
Chiedza Tembo Post Correspondent —
IN the words of one author, Dr Tony Monda, “Heritage studies are designed to examine and expound on the largely untold narrative of the historic events, spaces, natural assets, places and people that define us as a nation.
The understanding, conservation and stewardship of our natural resources and lessons of our times in archaic and recent history, inform our individual cultural and societal endeavours to live more sustainably, knowledgeably and fulfillingly.”
It is against such a background that the incorporation of Heritage studies in the new education curriculum is enshrined.
Government, through the Ministry of Primary and Secondary Education shifted emphasis from content to competency in a bid capacitate young Zimbabweans for emerging economic and cultural needs. The new curriculum aims to prepare learners for a largely entrepreneurial economy in our increasingly globalised environment, encourage lifelong learning and promote patriotism, participatory citizenship and sustainable development among other objectives.
A certain history teacher always says: “One always derives so much pride in knowing that you have a name and you belong.” Surely, there had to be something creditable towards this cause; identity and sovereignty. Thus, Heritage studies incorporate aspects of historical value, the liberation struggle, the journey that Zimbabwe is on, towards maintaining national sovereignty and identity and passing it on to the next generation, the youths, who are the inheritors of tomorrow.
These studies would empower youths to preserve Zimbabwe’s culture and natural resources as well as grow up with an appreciation of the vast historical sites that can be marketed as tourist attraction and first choice destination places.
One of the major heritage components that the younger generation is battling with is identity crisis, a cause that pushed our determined leaders to take it upon themselves to take up arms and fight and bring the country to independence and realization of self-government. Our heritage is embalmed in Africanism, with the Zimbabwean history similar and shared amongst most African countries.
Across Africa, people share totems, a unifying force that brings generations of people together, not that they know each other personally, but because they share a common identity.
This concept was not being recognized in the education curriculum, furthering Western history and sidelining African heritage, a cause that the new curriculum is fighting to correct. Identity was crucial to some people like the late Marcus Garvey, who believed in racial pride as he encouraged African Americans to be proud of their heritage and the way they look, whilst proclaiming that ‘black is beautiful’ and that every black man was equal to any white man.
Garvey also believed in essential ideas about black man’s identity where African people in every part of the world were one people and would never advance if they did not put aside their cultural and ethnic differences.
Marcus wrote: “Our union must know no clime, boundary or nationality…let us hold together under all climes and in every country…” If the next generation is going to prevent itself from re-colonisation, heritage studies then, of the country and Africa as a whole, would go a long way in modelling their minds towards understanding why it is important to preserve their legacy and inheritance.
