Decolonizing museum education

Abstract

When Zimbabwe attained political independence in 1980 it was anticipated that national museums would decolonize all colonial epistemologies, taxonomies, iconography, and infrastructure. However, the pace of decolonizing colonial frameworks and operational culture in museums has been painfully slow. This study examined the effectiveness of colonial frameworks employed in museums, particularly the behaviorist educational philosophy in facilitating effective learning of curriculum content among the current primary school students in Zimbabwe. This study employed qualitative and hermeneutic research approaches. It is revealed that in the post-colonial period national museums in Zimbabwe continue to mimic the colonial behaviorist educational framework that is restrictive to effective learning hence creating a situation where students become epistemological slaves. So far very little has been done to refocus colonial permanent exhibitions, narratives and interpretations as well as methods of content delivery. It is concluded that there are few opportunities for school students to learn curriculum content. Thus, there is need to decolonize museum education service.