Revitalising Indigenous Knowledge Systems (IKS) in ECD Environments: A Pathway to Heritage Preservation in Mazvihwa Community of Zvishavane District

This study explores revitalising Indigenous Knowledge Systems (IKS) in Early Childhood Development (ECD) environments as a strategy for heritage preservation in Mazvihwa community of Zvishavane District. The study merged the Indigenous Knowledge Systems (IKS) Theory and the Heritage Preservation Theory (HPT) forming the crux under which the theoretical framework for this research was built upon. IKS Theory (Dei, 2012; Semali & Kincheloe, 1999) emphasises on the importance of IKS in preserving cultural heritage and promoting sustainable development in diverse cultural contexts, while Heritage Preservation Theory (Lowenthal, 2015) highlights on the need to preserve cultural heritage for the benefit of the present and future generations to come. A qualitative research approach that embraced a descriptive survey design was employed as the research methodology for the study. Purposive sampling was done to come up with a sample of 10 ECD practitioners, 10 community leaders, and 10 ECD learners from the Mazvihwa community, totaling to a sample of 30 respondents. The findings of this study reveal that IKS are crucial for heritage preservation, and ECD environments provide a fertile ground for their revitalisation. The study recommends the need to integrate IKS into the ECD curricula, capacity building for ECD practitioners, and community engagement and participation in cultural heritage preservation efforts.