Abstract
The study's goal was to see how a revamped Sociology of Education course could contribute to
the rejuvenation of foundational teacher education courses in Zimbabwe. This is due to the
recognition that Sociology of Education, like other fundamental courses, is out of date and does
not connect with the Competence-Based Education curriculum framework that guides
Zimbabwean primary and secondary education. Furthermore, foundational courses such as
Sociology of Education have little regard for international conventions to which Zimbabwe is a
party and which have influenced the Competence-Based Education curriculum design. African
Agenda 2063, UN-related efforts such as the Decade of Education for Sustainable Development
(UNDESD 2005-14), and Education for All (EFA), Dakar Framework (2000-2014) and the United
Nations 17 Sustainable Development Goals are among them. Another challenge is that the current
Sociology of Education has not shifted over the years to embrace other ways of knowing and
practices, instead it has remained western centric. This means the Sociology of Education course
is non-contextual and may not be relevant in solving local problems if it does not recognize
students’ experiences and indigenous knowledge.
With these gaps this study therefore sought to assess the contribution that a transformed Sociology
of Education course can make to the revitalization of foundational courses in teacher education. It
is logical to focus on the Sociology of Education course because it is a course which is done by all
trainee-teachers from early childhood development, primary and secondary level and therefore its
transformation has the potential to revitalize other foundational courses in teacher education in the
sense that the competences and principles stipulated in the new curriculum cascade from lecturers
to a sizeable group of trainees at any given time.
The study was carried out in a qualitative manner, with a case study technique. In-depth and focus
group interviews, as well as document analysis, were utilized to investigate the problems with the
existing Sociology of Education course and what needs to be changed. The study was conducted
in the context of Education for Sustainable Development, and the approach was guided by the
Cultural Historical Activity Theory. Marxist, cognitive justice and curriculum decolonization
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perspectives influenced it. The study enlisted the participation of ten Sociology of Education
lecturers and twenty trainee teachers.
Findings from the exploration phase of the study revealed that both Sociology of Education
lectures and trainee teachers are dissatisfied with the current Sociology of Education, citing its
inadequacy in preparing teachers for the Competence-Based Education and its shortcomings in
preparing learners for the 21st century demands.
Following the expansive learning methodology of the Cultural Historical Activity Theory, the
study adopted mediation tools to support the revitalization of Sociology of Education and
potentially for other foundational courses in teacher education in Zimbabwe. Finally, the study
proposed a Heritage Based Sociology of Education framework, suggesting its purpose, content,
methods and assessment criteria. If adopted, the model can greatly contribute, not only to the
revitalization of foundational courses, but the whole teacher education because it is a flexible
model that is applicable to any discipline.
Key terms: Curriculum transformation, teacher education, curriculum decolonization, Sociology
of Education, Education for Sustainable Development.