UNIVERSITY OF KWAZULU NATAL THE IMPACT OF THE SOCIO-POLITICAL CONTEXT ON PEACE EDUCATION: EXPERIENCES FROM THREE SELECTED UNIVERSITIES IN ZIMBABWE BY SIKHULULEKILE MASHINGAIDZE 209526105 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF MASTER OF SOCIAL SCIENCE IN CONFLICT TRANSFORMATION AND PEACE STUDIES GRADUATE SCHOOL OF SOCIAL SCIENCES FACULTY OF HUMANITIES SUPERVISOR: DR. JORAM NDLOVU STAFF NUMBER: 36933 DECEMBER 2015 i DECLARATION I, Sikhululekile Mashingaidze, student number 209526105 hereby declare that this thesis is my own original work, has not been submitted for any degree or examination at any other university, and that the sources I have used have been fully acknowledged by complete references. This thesis is submitted in fulfilment of the Master of Science Degree in Conflict Transformation and Peace Studies in the Faculty of Humanities, School of Social Sciences at the University of KwaZulu-Natal, Durban, South Africa. Signature ____________________________ Date: December 8, 2015. ii ACKNOWLEDGEMENTS I am greatly indebted to my mentor and supervisor, Dr. Joram Ndlovu for his spirited commitment without which the completion of this project would have been an overwhelming task. Professor Geoff Harris enabled my participation in an enriching learning experience shared with other students from various parts of Africa. Each of us brought unique experiences to a Masters Programme whose significance proved more than just an academic pursuit but spoke to the much needed transformation of our communities towards a culture of peace. Special mention also goes to Dr. Sylvia Kaye whose coursework module in Peace Education provided a launch pad for my study. I am most thankful to Professor Percysledge Chigora from the Midlands State University (MSU) for enabling my research. I am also grateful to Mr. Douglas Munemo from MSU, Mr. Rodgers Manungo from Solusi Adventist University and the lecturers from the various departments of the National University of Science and Technology for their most insightful sharing of their experiences. My deeply felt gratitude goes out to all the former educationists as well as former and current students from Africa University, the National University of Science and Technology and the Midlands State University. Although most of them expressed concern that my study was sensitive, they still wanted to contribute to shaping the future of peace education in Zimbabwe. This study was immeasurably enriched by Dr. Phillip Bhebhe and Mr. William Mavhengere who provided the much needed linkage in the lived experiences of our country‟s past and its impact on the present. They are fountains of knowledge on the history of Zimbabwe and their greatest desire is that peace education be used as an effective tool in ensuring that the ills of the past do not repeat themselves. It is my hope that God enables them to witness this in their lifetime. A very special thank you goes to “a man of the people”, Sir. Robin T. Mashingaidze who, thanks to his people skills, facilitated the take-off of my study. iii DEDICATION Firstly; this work is a heartfelt dedication to my parents; Mr. R.S. and Mrs. T. Mkandla, without whose selfless sacrifices I would not have come this far. Only God can adequately reward them for their lifelong, indiscriminate and untiring commitment to the betterment of the lives of others. Ngiyalithanda, ngiyaziqhenya ngani maqhawe angempela, iNkosi ilandisele umusa! In equally great measure it is dedicated to my greatest and most constructive critic; Terence Mashingaidze. An indulgent friend and husband and my ever-present inspiration who gives free reign to my dreams and propels me to greater heights each day. Stable and steady in your academic pursuits, you remain driven by a personal commitment to quality scholarship. To my beloved brothers Thabani and Zibusiso Mkandla, always there on the other end of the line to check on how I am doing and “how the books are going…” Ziggy, I remember always your devotion to my academic pursuits, in particular when I left to work in Kenya and forgot my important research data. Too poorly scribbled to be scanned, by your very own hand you typed pages and pages to ensure the data reached me in time enough to prepare and submit my assignment. Fly much higher boKhabo in your own academic pursuits and all your other life endeavors. iv ABSTRACT In this dissertation, I focus on the impact of the socio-political context on the experiences of the teaching and learning of peace at Africa University (AU), the National University of Science and Technology (NUST) and the Midlands State University (MSU). The study is entrenched within the Systems and Marxist theories of education as well as the transformational conflict theory. My central argument is that peace education is currently operating within constrained environment within which it is viewed with suspicion as a western inspired regime change agenda. This is evident in the onslaught that it faces from state aligned media. Secondly, the potential effectiveness of peace education is also hindered by partisan political tampering that has kept its content and pedagogical approaches on a leash to ensure that it steers clear of controversial yet pertinent issues. Due to this evident lack of political will students argue that current peace education initiatives are not only irrelevant but designed to mollify them so they do not question the injustices of their lived realities. In my study I underscore that the sanctioning of peace education in Zimbabwean universities remains cosmetic in the absence of political will to address the structural socio-political imbalances that currently militate against the values of plurality, tolerance, truth telling, forgiveness and reconciliation. This dissertation mainly draws on former and current students, lecturers and retired educationists‟ subjective interpretations of their teaching, learning and existential experiences. v ABBREVIATIONS AIPPA –Access to Information and Protection of Privacy Act AU-Africa University CCJP-Catholic Commission for Justice and Peace CSOs-Civil Society Organizations DANIDA-Danish International Development Agency LRF-Legal Resources Foundation MDC-Movement for Democratic Change MSU-Midlands State University NGO‟s –Non Governmental Organizations NSS-National Strategic Studies NUST-National University of Science and Technology ONHRI-Organ on National Healing Integration and Reconciliation PF-ZAPU- Patriotic Front- Zimbabwe African People‟s Union PLC-Peace Leadership and Conflict transformation (NUST peace studies programme) POSA-Public Order and Security Act SAU-Solusi Adventist University UN-United Nations UNESCO-United Nations Educational Scientific and Cultural Organization ZANLA-Zimbabwe African National Liberation Army ZANU (PF)-Zimbabwe African National Union (Patriotic Front) ZIPRA- Zimbabwe People‟s Revolutionary Army vi TABLE OF CONTENTS Description Page Declaration ii Acknowledgements iii Dedication iv Abstract v Abbreviations vi Table of contents vii Chapter 1 Peace Education in Zimbabwe 1.0 Introduction 1 1.1 Statement of the Problem 3 Education for Ideological Re-orientation 6 Biased Media Coverage 8 Zimbabwe‟s Attempts at Addressing the Problem of Violence (1980 to date) 10 The Culture of Violence in Zimbabwe 11 The Organ on National Healing, Reconciliation and Integration (ONHRI) 12 The Introduction of Peace Education 14 1.2 Research Questions 15 1.3 Research Problems and Objectives 15 1.4 Theoretical Framework 17 1.5 Literature Review 18 1.6 Methodology 19 1.7 Ethical Considerations 21 1.8 Limitations 22 1.9 Structure of Dissertation 23 Chapter 2 Literature Review and Theoretical Framework 2.0 Introduction 25 2.1 The Link between Violence, Peace and Security 26 2.2 The Ways in which Peace is established 28 2.3 Peace Education: History, Definition and Rationale 30 2.4 Types, Goals and Approaches to Peace Education 33 2.4.1 Types of Peace Education 33 2.4.2 Goals of Peace Education 36 vii 2.4.3 Approaches to Peace Education 37 2.5 The Gender Lens as an Approach to Peace Education 39 2.6 Ambiguities of Peace Education 43 2.7 The Complexity of the Dual Nature and Role of Education. 46 2.8 The Complexity of Justice in Peace Education 50 2.9 Conclusion 51 Chapter 3 The Multiple Dimensions of Peace Education in Zimbabwe 3.0 Introduction 55 3.1 Post Graduate Peace and Governance Studies at Africa University 56 3.2 Compulsory Peace Education at the National University of Science and Technology 58 3.2.1 Peace Education for all Approach 60 3.2.2 Peace Education should be Optional 62 3.3 Midlands State University‟s Peace Studies Programme 64 3.4 Conclusion 66 Chapter4 The Socio-political Context of Peace Education in Zimbabwe 4.0 Introduction 68 4.1 Peace Education and the Media 69 4.1.1 Peace Education as a threat to the National Imaginary 72 4.2 Peace Education‟s Hidden Curriculum 75 4.3 Family and Community History 79 4.4 Conclusion 85 Chapter 5 Making a Difference through Peace Education 5.0 Does Studying Peace make a difference? 87 5.1 Creating an enabling Socio-political Environment for Peace Education 89 5.2 Conclusion 92 Chapter6 Conclusion and Recommendations 6.0 Moving Zimbabwe forward through Peace Education 93 6.1 Conclusion and Postscript 94 References 97 Appendices: - Interviewees list, Questionnaires and Ethical Clearance Letter 102 viii Chapter 1 Peace Education in Zimbabwe 1.0 Introduction The Zimbabwean socio-political context is shaped by numerous phases of mass violence that include the pre-colonial