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The Struggle of African Indigenous Knowledge Systems in an Age of Globalization: A Case for Children’s Traditional Games in South-Eastern Zimbabwe

Sunday 23 September 2012, author(s)-editor(s) Munyaradzi Mawere

This is a comprehensive study and erudite description of the struggle of African Indigenous Knowledge Systems in an Age of Globalization, using in particular eighty-four children’s traditional games in south-eastern Zimbabwe. The book is an informative and interesting anthropological account of rare African children’s games at the risk of disappearing under globalization. The virtue of the book does not only lie in its modest philosophical questioning of those knowledge forms that consider themselves as superior to others, but in its laudable, healthy appreciation of the creative art forms of traditional literature that features in genres such as endangered children’s traditional games. The book is a clarion call to Africans and the world beyond to come to the rescue of relegated and marginalized African creativity in the interest of future generations.

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ISBN 9789956727117 | 168 pages | 216 x 140 mm | 2012 | Langaa RPCIG, Cameroon | Paperback

1 Review

  • Growing up in an African society is now a different thing if we are to compare it with the past. I consider myself privileged to have played a few children’s traditional games in my early childhood. Sadly, this cannot be said by a large number of children and young adults of the current “television and facebook generation”. However, according to Munyaradzi Mawere’s captivating and mind refreshing book: "The Struggle of African Indigenous Knowledge Systems in an Age of Globalization: A case for Children’s Traditional Games in South Eastern Zimbabwe," this does not have to be the case. Mawere takes the reader on a journey through a rich and vast heritage of African traditional games played by our ancestors and forefathers, games that are fast diminishing no thanks to the continent’s sad history of colonialism with its nefarious tendencies of domination and subjugation, and the recent surging phenomenon of globalization. Not only does Mawere provide an in-depth illustration of the rules, setting and history of more than 80 children’s traditional games, he further furnishes the reader with the axiological, psychological and pedagogical lessons as well as the wisdoms embedded in each of the games, making it a recommendable book especially for practitioners and students in the education fields of sociology, psychology, childhood and physical education. Mawere’s clarion call and indeed aim in the revival and appreciation of these traditional games is admirable and will hopefully spark the (re)inclusion of many such games in his readers lives and education curricular of African countries and beyond, as it did for me.

    Clara Mupopiwa, Graphic Designer, University of Cape Peninsula, South Africa