Safeguarding indigenous knowledge

AS the older master artists depart the scene, either through deaths or other natural
causes, the ever present panic is; how can this transition safeguard, promote,
sustain and perpetuate age-old indigenous knowledge systems?

It is a matter that a group of craft artists from Gwanda North, in Matabeleland South
Province, has for long been seized with, but more importantly has been active in
ensuring that the preservation, transfer and transition of skills is seamless.

Comprising 10 female members, Mazikhelela Craft Group has been operating since
1991, specialising in weaving mats and basketry work, but has since come to the
realisation that sustaining the craft requires that they begin to impart their skills to a
younger generation for the purposes of retention for posterity and continuity of the
skills at the risk of extinction.

In 2009, with support from the Culture Fund, the group was able to procure working
materials, weaving mats and baskets. They were able to sell these products at
various markets throughout the country.

In the Matabeleland North and South provinces, basket and mat weavers are very
active in Binga, Lupane and Gwanda, with some of them creating markets for their
products in Europe and North America, and therefore able to provide, reasonably, for
their families.

The Gwanda basketry and mat weavers are considered the second best, after their
counterparts in Binga.

Mazikhelela Craft Group are the recent beneficiaries of the Third Cycle Funding from
the Culture Fund and their focus is to build capacity among young girls since the
majority of the members of the group are over 60 years. The aim is to ensure
transfer of knowledge and skills to a younger generation of craft persons.

One of the women weavers, Simangaliso Sithole, says the group was formed with
the specific aim of empowering women, but also maintaining cultural practices
through craft works, which embody basket weaving, mats weaving, and doil sewing,
among others.

In the 33 years of its existence, Sithole, points out, Mazikhelela Crafts has been able
to exhibit at international and local art exhibitions.

“We have showcased our work at various exhibitions locally, which include Intwasa
Arts Festival, ZITF, Empretec Zimbabwe, the official opening of the Zambezi Bridge,
Beitbridge Arts Show, Esigodini Cultural event and at the Culture Fund.

“As a group, we have managed to form our own savings club, which in turn gives us
financial freedom as women.

“Revenue generated through the sale of crafts is shared amongst the members in
order to sustain their families.”

She explains that the group now plans on empowering young mothers and young
girls through capacity-building workshops, thus enabling the transfer of knowledge
and skills in weaving to the next generation in order to ensure the preservation of the
mat and basketry weaving culture.

“We are passing on knowledge that we received from our great grandmothers. At the
same time we will be improving our brand visibility through branding and online
presence.”

Percy Vela, the National Arts Council of Zimbabwe Manager for Matabeleland South
Province, who has an appreciation of the group’s work over several years says: “I
have known the group since 2007. They have been producing the best baskets since
then and people have been traveiling to the province to buy their baskets and mats.

At one time, there was a lady called Jane Lee, who was from Canada, who liked
their work.

“Some people purchase their baskets to further sell to the tourists at the Rovos
railway stop in Gwanda.”

The Culture Fund of Zimbabwe Trust and European Union (EU) recently announced
funding to eight new ground-breaking projects in support of transformative projects
across Zimbabwe.

In announcing the recent funding, a joint statement said this remarkable milestone
highlights the EU's unwavering dedication to fostering artistic expression,
strengthening civil society, championing gender equality, and nurturing the talents of
Zimbabwean artists and cultural practitioners.

“Building upon the success of the initial phase, where 47 projects received funding
during June and August 2023, and this latest round of support reaffirms our
commitment to advancing artistic and cultural expressions, fostering civil society,
championing gender equality and women's empowerment, and facilitating essential
training and skills development programmes for arts and culture practitioners.

“The diverse range of projects, currently in various stages of implementation,
showcases the programme's dedication to driving positive change and fostering a
vibrant cultural landscape across the nation. The EU is committed to promoting
cultural diversity and intercultural dialogue and recognises the profound impact of art
and culture in transcending boundaries, fostering mutual understanding, and
promoting inclusive societies.

“By supporting these innovative projects, the EU is not only investing in Zimbabwe’s
cultural heritage but also empowering individuals and communities to express their
unique identities and contribute to the nation’s socio-economic progress. This unique
opportunity to contribute to Zimbabwe’s cultural landscape and make a lasting
impact on the nation’s creative fabric is now within reach.”

Besides the evidence of the existence of this university that is said to have come up at around the same time with the twin British institutions of Oxbridge, education in pre-colonial Africa was also by elders. It was imparted to the youngsters through different forumsand means.

Among the Shona, young men who were getting into adolescence were taught skills such as hunting by being taken on fishing and hunting expeditions. They were also taught at the dare(homestead meeting place for males) to make for example fishing traps (maduwo) and other implements like hoe handles.

It was an education that had a utility value. Besides getting education at the dare youngsters were also taught by the paternal and maternal uncles and aunts.Also, young women Besides the evidence of the existence of this university that is said to have come up at around the same time with the twin British institutions of Oxbridge, education in pre-colonial Africa was also by elders.

It was imparted to the youngsters through different forumsand means. Among the Shona, young men who were getting into adolescence were taught skills such as hunting by being taken on fishing and hunting expeditions. They were also taught at the dare(homestead meeting place for males) to make for example fishing traps (maduwo) and other implements like hoe handles.

It was an education that had a utility value. Besides getting education at the dare youngsters were also taught by the paternal and maternal uncles and aunts.Also, young women Besides the evidence of the existence of this university that is said to have come up at around the same time with the twin British institutions of Oxbridge, education in pre-colonial Africa was also by elders. It was imparted to the youngsters through different forumsand means.

Among the Shona, young men who were getting into adolescence were taught skills such as hunting by being taken on fishing and hunting expeditions. They were also taught at the dare(homestead meeting place for males) to make for example fishing traps (maduwo) and other implements like hoe handles.

It was an education that had a utility value. Besides getting education at the dare youngsters were also taught by the paternal and maternal uncles and aunts.Also, young women Besides the evidence of the existence of this university that is said to have come up at around the same time with the twin British institutions of Oxbridge, education in pre-colonial Africa was also by elders. It was imparted to the youngsters through different forumsand means.

Among the Shona, young men who were getting into adolescence were taught skills such as hunting by being taken on fishing and hunting expeditions. They were also taught at the dare(homestead meeting place for males) to make for example fishing traps (maduwo) and other implements like hoe handles. It was an education that had a utility value. Besides getting education at the dare youngsters were also taught by the paternal and maternal uncles and aunts.

Also, young women Besides the evidence of the existence of this university that is said to have come up at around the same time with the twin British institutions of Oxbridge, education in pre-colonial Africa was also by elders. It was imparted to the youngsters through different forumsand means. Among the Shona, young men who were getting into adolescence were taught skills such as hunting by being taken on fishing and hunting expeditions.

They were also taught at the dare(homestead meeting place for males) to make for example fishing traps (maduwo) and other implements like hoe handles. It was an education that had a utility value. Besides getting education at the dare youngsters were also taught by the paternal and maternal uncles and aunts.Also, young women Besides the evidence of the existence of this university that is said to have come up at around the same time with the twin British institutions of Oxbridge, education in pre-colonial Africa was also by elders.

It was imparted to the youngsters through different forumsand means. Among the Shona, young men who were getting into adolescence were taught skills such as hunting by being taken on fishing and hunting expeditions. They were also taught at the dare(homestead meeting place for males) to make for example fishing traps (maduwo) and other implements like hoe handles.

It was an education that had a utility value. Besides getting education at the dare youngsters were also taught by the paternal and maternal uncles and aunts.Also, young women Besides the evidence of the existence of this university that is said to have come up at around the same time with the twin British institutions of Oxbridge, education in pre-colonial Africa was also by elders.

It was imparted to the youngsters through different forumsand means. Among the Shona, young men who were getting into adolescence were taught skills such as hunting by being taken on fishing and hunting expeditions. They were also taught at the dare(homestead meeting place for males) to make for example fishing traps (maduwo) and other implements like hoe handles.

It was an education that had a utility value. Besides getting education at the dare youngsters were also taught by the paternal and maternal uncles and aunts.Also, young women Besides the evidence of the existence of this university that is said to have come up at around the same time with the twin British institutions of Oxbridge, education in pre-colonial Africa was also by elders.

It was imparted to the youngsters through different forumsand means. Among the Shona, young men who were getting into adolescence were taught skills such as hunting by being taken on fishing and hunting expeditions. They were also taught at the dare(homestead meeting place for males) to make for example fishing traps (maduwo) and other implements like hoe handles.

It was an education that had a utility value. Besides getting education at the dare youngsters were also taught by the paternal and maternal uncles and aunts.

Also, young women Traditional knowledge and Indigenous peoples and local communities’ way of life
play a key role in protecting and maintaining both biological and cultural diversity,
and supporting the use of traditional knowledge helps to safeguard this unique
knowledge system and communities’ cultural heritage.