In the period between the granting of self-government in 1923 and 1938, the 'native' policy formulated by Europeans in colonial Zimbabwe had three dimensions. The first was a land and agricultural policy designed to restrict competition from Africans in the produce market. The second was a labour policy addressed at the chronic labour shortages in the European mining and agricultural sectors. The third was a series of control measures seeking to impede black political organization. The goals of these policies were largely achieved by 1938 due to a combination of government initiatives and the impact of the depression. Part of this success was directly due to the effects of the depression; as economic conditions improved, Africans regained some of their economic autonomy and reasserted themselves politically.

No description available.

Submitted in fulfillment of the requirements of the degree of Doctor of Philosophy, Public Management (Peacebuilding), Durban University of Technology, Durban, South Africa, 2016. / Despite all the public pretences of projecting a united country, Zimbabwe is a divided country and this has made genuine peace and unity very difficult to attain. The bruised and polarised relationship between the Shona and Ndebele ethnic groups is deeply rooted in the annals of history, which makes it a protracted social conflict. The Gukurahundi campaign between 1982 and 1987 was part of a chain of catastrophic events, which have emanated from a well-established culture of violence and intolerance between Shona and Ndebele. Efforts to address this culture using a top-down approach under the auspices of the 22 December 1987 Unity Accord did little to curb hostilities. Even though these efforts were commendable, they were not sufficient to make any significant inroads into the polarised relationship of mistrust between the two groups. This thesis applied an Action Research design and specifically used the Transcend dialogue method to explore the possibilities of building mutual respect and understanding among a small sample of young Shona and Ndebele participants. The research found that creating intentional platforms for interaction could have a positive transformative effect on relationships. It is not too late to create more spaces and transformational platforms for people to dialogue, to listen to each other, to share stories, and carry out projects together. Engagement using dialogue can create new synergies, which can make a worthwhile difference to the long journey towards (re) building broken bridges and building new bridges. / D

This study explores the extent to which the use of indigenous languages in the publications of Kwayedza and uMthunywa has contributed to the empowerment of the indigenous people. It is informed by the idea that language is an important instrument of development which can either facilitate participation or engender exclusion, bringing about agency thereby inspiring a transformational and participative agenda. Given that the media plays a major role in informationdissemination, this study engages an important subject which has often been given cursory attention. The study is guided by the post-colonial theoretical framework. It employs the mixed methods approach which is premised on the assumption that life is characterised by complex realities which can be understood using multiple approaches. As such, elements of both quantitative and qualitative research are used. Findings revealed that the use of indigenous languages empower readers through making information accessible in a language that makes sense to them. The collected data also show that the newspapers are pivotal in resuscitating the indigenous languages that have been overshadowed by the hegemonic English. They promote the values, norms and general cultural features of indigenous people. Above all, the papers provide curriculum-specific columns for school going children. However, these newspapers are found wanting with regards to the scope of their coverage. Their coverage tends to concentrate on the socio-cultural lives of people at the expense of scientific, technological, political and economic issues. Furthermore, the papers‟ handling of the history of the nation is simplistic and lacks depth. In addition, issues of spirituality also tend to be concerned with the negative (witchcraft, bogus prophets and traditional healers) than the positive aspects. The study recommends a conversion of the papers from tabloid to a genre that accommodates politico-economic, scientific and technological news the social interest stories already being covered in these indigenous language papers; the development of orthographies of other local languages to avoid having Shona and Ndebele being the only indigenous languages that are used in these papers and that the papers present the best of all aspects of the Zimbabwean cultural heritage to restore the indigenous people‟s belief and respect in themselves. The study also suggests that the two papers and many more that are to come in indigenous languages, must showcase, develop, promote and institutionalise the positive aspect of the Zimbabwean cultural heritageand the infusion of all dimensions of indigenous knowledge systems into the current set-up. / African Languages / D. Litt. et Phil. (African Languages)

The research study focused on the integrating of indigenous African knowledge systems in teaching and learning at the Catholic University of Zimbabwe. The curriculum of the Catholic University of Zimbabwe offers a number of degree courses. The study sets out to address the problem with the curriculum of the Catholic University of Zimbabwe, namely, that it is to a large extent dominated by Western knowledge and gives little priority to indigenous African knowledge systems. The majority of the courses offered at the CUZ are Eurocentric in nature and give little regard to the indigenous African knowledge systems. The study was undergirded by the Afrocentric theory which focuses on giving the African world view in terms of knowledge. The research study was informed by the constructivist paradigm which focuses on how individuals analyse and construct meanings of social situations. The research approach is qualitative in nature that means it is based on social interpretation and not numerical analysis of data. The data in the study was generated through face-to-face interviews, focus group discussion and document analysis. The data was presented under different themes. The study found out that they are few courses in the CUZ curriculum which include IAKS. Most of the knowledge and theories in the courses offered at the Catholic University of Zimbabwe curriculum are Western oriented. The knowledge in most of the courses is reminiscent of the colonial education system and gives no regard to indigenous African knowledge systems. The recommendation is for the inclusion of indigenous African Knowledge systems in the CUZ curriculum. / Educational Foundations / D. Ed. (Philosophy of Education)

The study sought to investigate how the symbiotic relationship between amaXhosa and amaNdebele impacted on IsiXhosa language and amaXhosa culture in Mbembesi area in Zimbabwe. The study was conducted where two ethnic groups of amaXhosa and amaNdebele coexist. Language policies in the past have disadvantaged amaXhosa by treating the language as a minority language which led to its marginalisation at school and in public life. Dynamic Social Impact Theory was used to explain the concept of the evolution of language. Language contact, language change, and bilingualism are the main terms that were discussed in relation to what happened to the two languages of study. The case study was descriptive in nature. The participants were purposefully selected according to what the researcher desired to achieve. The data were collected through interviews with heads of schools in Mbembesi, teachers, elders and youths of the community. Document analysis was also employed when the Indigenous Languages syllabus and teachers’ schemes were observed. The pupils were given a topic on which to write a short composition in IsiXhosa and IsiNdebele to ascertain if indeed IsiNdebele had impacted on IsiXhosa. A comparison between IsiXhosa of Mbembesi and that of South Africa was made as a way of verifying if there has been a change from the original IsiXhosa that is spoken in South Africa. The two ethnic groups’ cultural activities were also studied as a way of investigating the level of impact in their way of life. After administering the research instruments, the findings revealed that there is a level of impact on IsiXhosa language and amaXhosa culture through their contact with amaNdebele. The terminology in the two languages has overlapped as well as their cultural lives. The Zimbabwean 2013 Constitution has tried to raise the status of IsiXhosa by making it officially recognised but it seems to be still functioning at community level as before. IsiXhosa is still not learned at school although it was introduced in 2013 in the two pilot schools but which discontinued in 2016 reverting to IsiNdebele citing lack of teaching and learning materials. The recommendations from the study include: that the teachers should be trained in IsiXhosa at institutions of higher learning; that amaXhosa educated personnel should spear-head the writing of teaching and learning materials and that the language should be used in public life so that its speakers maintain their identity. / Linguistics and Modern Languages / Ph. D. (Languages, Linguistics and Literature)