TY  - JOUR
T1  - Inclusion of traditional medicine in the school curriculum in Zimbabwe: a case study
AU  - Kazembe, Takawira C.
AU  - Musekiwa, Makusha
PY  - 2012
DA  - February
JF  - Eurasian Journal of Anthropology
JO  - Euras J Anthropol
PB  - ÖREN-ADRAMYTTEİON ANTİK KENTİ KÜLTÜR TURİZM VE DOĞA DERNEĞİ
WT  - DergiPark
SN  - 2166-7411
SP  - 54
EP  - 69
VL  - 2
IS  - 2
LA  - en
AB  - This study was carried out in Marondera District, Mashonaland East Province, Zimbabwe in2009 and 2010 to evaluate the state of traditional medicine in the area and document views ofpeople on whether traditional medicine could be taught at schools. Data was collected fromtraditional healers, medical doctors, nurses, pharmacists, A-level chemistry students, theirteachers, their headmasters & heads of science departments, parents, chiefs, religious leaders,and other influential people in the district. Instruments included questionnaires, interviews,documents and observations. The state of traditional medicine was comparable to that of anyother area in the country. Participants agreed to inclusion of traditional medicine in the schoolcurricula but differed on the modalities of teaching the subject. Most traditional healerspreferred to have traditional medicine taught as a separate subject whilst most members of eachof the other groups of participants thought the subject would most profitably taught as part ofexisting science subjects. Traditional healers felt that inclusion in existing subjects wouldpollute their values. The other groups thought the subject would enrich science subjects forexample chemistry and the mainstream medical knowledge. 
KW  - Chemistry
KW  - herbal medicines
KW  - primary health care
KW  - purposive sampling
KW  - school curriculum
KW  - traditional healers
CR  - Best JW, Khan JV. (1993) Research into education (7th ed). London: Allyn and Bacon.
UR  - https://dergipark.org.tr/en/pub/eja/issue//620909
L1  - https://dergipark.org.tr/en/download/article-file/809257
ER  -