A Case Study of the University of Zimbabwe
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University of Alberta Towards a Critical Colonial Analysis of the Crisis in Higher Education in Zimbabwe: A Case Study of the University of Zimbabwe by Munyaradzi Hwami A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Theoretical, Cultural and International Studies in Education Department of Educational Policy Studies ©Munyaradzi Hwami Spring 2012 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission. DEDICATION This work is dedicated to my beloved parents. ABSTRACT The dawn of independence in Zimbabwe in 1980 was received with high hopes and expectations by the people but after twenty years of black majority rule, the crisis of the post-colonial condition, well documented in other African countries began to be repeated in Zimbabwe. After experimenting with Western projects of development and neoliberal globalization, Zimbabwe, and specifically higher education institutions such as the University of Zimbabwe became embroiled in a crisis of unprecedented magnitude. The purpose of this study was to explore and understand how the processes of ZANU PF nationalism and neoliberal globalization have contributed towards the crisis in higher education in Zimbabwe. The study also sought to elaborate on some possible responses to the crisis in higher education, especially in relation to necessary and renewed policy directions. A critical interpretive study of the University of Zimbabwe, informed by critical colonial theoretical perspectives, was undertaken to explore the crisis based upon the views of twenty participants including students, faculty members, administrators and a government official. Purposive sampling was used to select participants who were engaged in semi-structured audio-taped interviews. Documents about higher education (ministry, university and student union) were consulted to gain insight into the crisis. Contextual observations and participant observations at meetings also informed the research. Data were analyzed using the method of constant comparative analysis. The study reveals that ZANU PF authoritarian nationalism is exerted through the centralized power invested in the vice-chancellor’s office and the subsequent random use of campus and state security forces against students and faculty. Privatization of amenities and dollarization were observed to be the two main neoliberal policy measures contributing towards the crisis at the institution. High levels of student poverty, massive faculty exodus from the institution and violence characterized the impact of ZANU PF nationalism and neoliberal globalization. The study demonstrated how ZANU PF nationalism and neoliberal globalization are contributing towards the crisis at the institution and recolonizing the people of Zimbabwe. The conclusions derived from this research, though specific to the University of Zimbabwe, have implications for other institutions of higher learning in Zimbabwe and in other African countries experiencing similar challenges. ACKNOWLEDGEMENTS It would not have been possible to write this doctoral thesis without the help and support of the kind people around me, to only some of whom it is possible to give particular mention here. It is difficult to overstate my gratitude to my Ph.D. supervisor, Dr. Dip Kapoor whose enthusiasm, inspiration and stimulating suggestions and encouragement helped me throughout my studies. He provided sound advice, good teaching, good company, and lots of good ideas. I would have been lost without him. Equally important were the positive criticism and suggestions that came from my supervisory committee as well as the external examiner. I am further indebted to Nepias Matsuro, Edward Shizha and Michael Kariwo for all the assistance they gave me. I also wish to thank my extended family. TABLE OF CONTENTS Chapter 1: Introduction ……………………………………………………..… 1 Background to the Study……………………………………………………….… 1 Statement of Purpose and Research Questions…….………………………….…. 3 Significance of the Research………………………………………………...…… 5 Limitations and Delimitations…………………………………......…………....... 8 Summary…………………………………………………………………...…… 10 Chapter II: Literature Review and Theoretical Perspective…………..…… 11 Introduction…………………………………………………………………...… 11 Pre-independence Zimbabwe…………………………………………………… 11 Post-independence Zimbabwe……………………………………………….…. 16 ZANU PF authoritarian nationalism ………………………………….....17 ZANU PF authoritarian nationalism and control of higher education..… 24 The University of Zimbabwe in post-independent Zimbabwe...… 31 Student Activism: Response to authoritarianism………………..... 37 Quality of university education…………………....……………. 40 Regional solidarity and crisis in higher education….……..…… 42 Neoliberal Globalization…………………………………………………...…… 45 Towards a Critical Colonial Analysis of Crisis in Zimbabwe and Higher Education……………...…………….………………….……………….........… 53 From colonialism to global coloniality…………………..…………...… 55 Internal colonialism……………... ...…………………………………… 59 Summary…………………………………………………………………...…… 68 Chapter III: Methodology ……………………………………………….…… 70 Introduction………………………………………………………………...…… 70 Critical Interpretive Research………………………..…………………….…… 71 Critical Interpretive Case Study………………………………………………… 77 The Research Site: The University of Zimbabwe…………….………………… 80 Research Participants………………...……………………………………….… 83 Sampling Strategy………………………………………………………….…… 89 Gaining and Maintaining Access………………………………………….……. 91 Data Collection…..……………………………..…………………..……….….. 95 Semi-structured interviews…………………………......………….....… 96 Documents and records…...…………………….……..…………...…… 99 Observations…………………………………………………………… 102 Analysis of Data……………………………………………………………….. 103 Ethical Issues and Tensions………………………………………………..….. 108 Research Credibility, Transferability and Dependability…………………...… 111 Summary…………………………………………………………………….… 113 Chapter IV: A Case Study of the University of Zimbabwe: Emergent Themes………………………………………………………………... 114 The Context: Deterioration and Crisis.………………………….………….…. 114 ZANU PF Authoritarian Nationalism and Crisis at the University of Zimbabwe………………………………………………………………....…… 119 Public and/or party university………………………………….……… 119 Administrative political appointments and crisis...……………….…… 126 Commercialization of campus politics………………………………… 137 The University of Zimbabwe: A celebrated high school and violations of student rights……….…………………………….…. 142 Neoliberal Globalization and the Crisis…………………….…………….…… 149 Privatization and dollarization of public university education..…….… 150 Student living and learning conditions...……….……………………... 154 The Relationship between ZANU PF Authoritarian Nationalism and Neoliberalism: Implications for Crisis in Higher Education………………….. 158 Policy Propositions to Address the Crisis……………………………………... 167 Student propositions……………..……………..……….……..…...….. 167 Propositions from faculty members…………………...……….……… 171 Propositions from university administrators and government……….…………………………………………….…...…. 179 Summary…………………...……………………………………………….… 182 Chapter V: Thematic Discussion and Theoretical Rejoinders……….…… 184 Introduction …………………………………………………………………… 184 Internal Colonization and Higher Education Crisis...………………………..... 185 Global Coloniality and Higher Education Crisis.………………………..…..... 202 Privatization and the entrenchment of capitalism in Zimbabwe …….…212 Considering the Implications of Neoliberal Globalization and Authoritarian Nationalism for Higher Education……………………………………………. 214 New Directions: Decolonization and Policy Responses………..…………….. 217 Summary………………………………………………………………………. 221 Chapter VI: Concluding Reflections on Policy and the Crisis in Higher Education……..…………………………………...…....……. 222 Introduction……………………………………………………………….…… 222 Personal Reflections .…………………………………..……………………… 222 Propositions to address the crisis: Policy implications..…………………...….. 225 The Zimbabwean question and the University of Zimbabwe ……….... 227 Funding of higher education…………..…………….………………… 229 Patriotism, tolerance and the University of Zimbabwe…..…… 230 Faculty, professionalism and politics……………...………..… 232 Student activism……...…………………………….……….… 233 Policy Dialogue…………………………………………...…… 235 Pointers for Future Research……………………………………………...…… 236 REFERENCES…………………………………………………...................... 239 APPENDICES..……………………………………….................................... 275 Appendix 1: Request for permission to conduct a research at the University of Zimbabwe…………………………………….… 275 Appendix II: Notification of Approval - Delegated Review (HERO)… 278 Appendix III: Letter of Initial Contact………………………………… 280 Appendix IV: Consent Form for Interviewees….……..……….…….... 283 Appendix V: Interview Schedule for Faculty Members………...….…. 285 Appendix VI: Interview Schedule for Students…………..…….…..…. 287 Appendix VII: Interview Schedule for University Administrators