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Educational Change and Cultural Politics: National Identity- Formation in Zimbabwe

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Educational Change and Cultural Politics: National Identity- Formation in Zimbabwe EDUCATIONAL CHANGE AND CULTURAL POLITICS: NATIONAL IDENTITY- FORMATION IN ZIMBABWE A Dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Douglas Mpondi March 2004 This dissertation entitled EDUCATIONAL CHANGE AND CULTURAL POLITICS: NATIONAL IDENTITY- FORMATION IN ZIMBABWE BY DOUGLAS MPONDI has been approved for the Department of Educational Studies and the College of Education by W.S. Howard Professor of Educational Studies James Heap Dean, College of Education, Ohio University Abstract MPONDI, DOUGLAS PH.D March 2004. Cultural Studies Educational change and cultural politics: national identity-formation in Zimbabwe (240pages) Director of Dissertation: Stephen Howard The study investigates how the post-independent government of Zimbabwe, as seen through the lens of its cultural critics, used the institution of education as a focal point for nation-building and social transformation. The project examines how critics respond to the use of educational change as a way of political legitimization. Whilst a number of scholars have focused on post-colonial Zimbabwe during the post-1980 period, they did not have the chance to study it during the post-2000 era, which was a critical and dramatic historical juncture because of the turmoil and a reversal trend of the promises that were made at independence. The qualitative research approach was formulated to collect data on education and language policy, politics and culture from a cross-section of people of the Zimbabwean society. Brief case study interviews were conducted to provide newer and richer details on Zimbabwean cultural landscape. The research design was structured to allow for the use of documentary and archival sources for the collection of qualitative and historical data, participant-observation, and for the use of the interview to solicit perspectives, viewpoints and perceptions. The case study of Zimbabwe shows that an official historiography of national culture was imposed at independence through educational change as a way of political legitimization. The Zimbabwean education system is situated in the context of culture, knowledge and power. While the Zimbabwean official discourse on national culture includes claims to homogeneity, it also conflicts directly with the leadership elite’s maintenance of hierarchies of class. The elites actually need the heterogeneity they also deny. The postcolonial state is replicating the colonial state. English dominates as the media of instruction in schools and as the official language in Zimbabwe. The curriculum is itself part of what has been called a selective tradition. The curriculum is always the result of struggle and comprise. Zimbabwean artists, through music and literature are fighting for the creation of new political spaces and public spheres that fall outside traditional definitions of the government. Artistic expression expands discursive space and dialogue on national issues and gives us alternative stories and possibilities about Zimbabwean realities, cultures, and identities. Approved Stephen Howard Professor of Educational Studies Acknowledgements This academic endeavor owes its fruition to a lot of people from, Professors, family, friends, and students in the US diaspora, at home in Zimbabwe and across the Limpopo River in South Africa. I would like to point out the inspiration and ‘push’ that I received from my academic advisor and dissertation supervisor, Dr William Stephen Howard, from my initial contact with him at Burson House in the African Studies Program in 1999 down the hill to the Cultural Studies Program in the College of Education. His close interest in my work, encouragement, moral and financial support, not mentioning his academic advice over the years, were enough incentives or antidotes for me to remain focused in my doctoral program. I am also indebted to my Doctoral Committee Members, Drs Rosalie Romano, Najee Muhammad, John Mugane, who all in their different capacities were interested in my work. I had faith in this ‘academic dream team committee’ which helps to explain why I did not change this faculty quartet from the comprehensive examinations stage to the dissertation stage. All of them gave me an unprecedented and unwavering support during the trying times. Special thanks to Polly Sandenburgh, the Director and Coordinator of the Outreach Program in the Center for International Studies, and Catherine Cutcher, the Assistant Director of the African Studies Program, for their support and interest in my academic endeavors. This dissertation would not have been realized without the participants of this study in Zimbabwe, who had to spare their time from work, school and family to take part in the interviews and informal discussions. Special acknowledgements goes to Walter Mparutsa of the Rooftop Theatre Productions, Titus Chipangura, Director of the National Arts Council of Zimbabwe (NACZ), Dr I. Sibanda, former Director of the Zimbabwe Schools Examinations (ZimSEC), Ngugi Wa Mirii Director of the Zimbabwe Association for Community, Guthrie Munyuki of the Zimbabwe Daily News, Peter Moyo of the Zimbabwe Standard, and all those participants who requested anonymity for different reasons especially the teachers and students. I also want to thank my friend at the University of Western Cape in Cape Town, South Africa, Dr. Aslam Faatar for his bibliographic insights and focus of this project. To my research assistants Joseph Gwezhira and Tafadzwa Masanha, your efforts are greatly appreciated and research is surely a collaborative effort. A big thank you to Kundai Walter Gohori for helping recruit research assistants. Sisi Maria Paratema, thanks for helping with the transcriptions of the taped interviews. I would like to thank the University of Zimbabwe’s African Languages and Literature Department Board, (A.L.L) the Staff Development and Welfare Office of the University of Zimbabwe for awarding me the Staff Development Fellowship to pursue my studies in the USA. My friends and academic contemporaries, Praise Zenenga, Dr. Samukele Hadebe, Dr. Munashe Furusa, Karren Dube, Francis Matambirofa, mukoma K.C. Chinyowa, Munyaradzi Madambi, Farai Bere, Ethel Dhlamini, Samuel Ravengai, Batsirai Nyakuvambwa, Chenjerai Mabhiza, Ngoni Tongogara, Lovingson Mtongwizo, Ronald Chipato, Thomas Maseko, Stanford Makore, Henry Dhliwayo (South Africa). Thanks to peer and former students at Ohio University, Wenceslous Kaswoswe, Gibbs Kanyongo, Erasmus Chirume (Zimbabwe) Denise Hughes (Antigua), Patrick Mwanza (Malawi), Joseph Matsoga (Botswana), Kwaku Owusu-Kwarteng (Ghana), Aissatou Balde (Guniea). I say the struggle to make this world a better place to live continues. Gerard Akindes, (Benin), thank you very much for the technical support. To my brother, Aaron Mupondi, thanks for those long telephone conversations on Zimbabwean literature from the other side of the diaspora. To Gilbert, Gideon and Wilmore Kanyongo, Sithembikile Moyo, Happison Tagarisa, Nicholas “Brother Bob” Nyandoro, Ephias Makaudze, Vimbai Mpondi, Osborn Gohori, and all the Zimbabwean community in Columbus, Ohio, who have supported me in their different capacities throughout my program, I owe you a lot. To my parents, Mr. and Mrs. Mpondi, my brothers and sisters in Zimbabwe, especially Simon, Robert and Elizabeth, my cousins Percy Mawela and Martin Baleni, thanks for all the financial and moral support during the hard times. Professors George Payne Kahari, of the University of Zimbabwe’s Department of African Languages and Literature needs special mention for his support and advice, so is Professor Herbert Chimhundu of the University of Zimbabwe’s African Languages Research Institute for his sound advice when I applied for the Staff Development Fellowship in 1999. I would like to extend my sincere gratitude to my wife Annah for her strong support, my daughter Farai, Patience, my son Nyasha, Spencer for their tolerance and resilience during my ‘absences’ during the course of the program and also during my fieldwork stint in Zimbabwe. I dedicate this work to my late first mentor at the University of Zimbabwe, Prof. E. M. Chiwome for the faith that he had in me that I can reach the highest level of academia. To the late Dr. Dumisani Maraire, my former Chairman in the Department of African Languages and Literature, University of Zimbabwe, ‘mupfana’ Douggie will always thank you for your good recommendations and help when I left for the USA in 1999. Lastly I would like to honor my longtime ‘young’ friend who has always been an inspiration, the late Learnmore Judah Jongwe, former student leader, legislator and Movement for Democratic Change party spokesman in Zimbabwe, who died in prison in October 2002. I will always miss you and I hope this work will heal the wounds. 9 Table of Contents Abstract............................................................................................................................... 3 Acknowledgements............................................................................................................. 5 Table of Contents................................................................................................................ 9 List of Figures................................................................................................................... 11 CHAPTER 1: INTRODUCTION..................................................................................... 14 Statement of the Problem.................................................................................................
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