This study is an interpretive analysis of Zimbabwean political auto/biographical narratives in contexts of changing culture, race, ethnicity and gender identity images of the self and nation. I used eclectic theories of postcolonialism to explore the fractured nature of both the processes of identity construction and narration, and the contradictions inherent in identity categories of nation and self. The problem of using autobiographical memory to recall the momentous events that formed the contradictory identities of self and nation in the creative imagination of the lives of Ian Smith, Maurice Nyagumbo, Abel Muzorewa, Joshua Nkomo, Doris Lessing, Fay Chung, Judith Garfield Todd, Tendai Westerhof and Lutanga Shaba have been highlighted. The study concluded that there are narrative and ideological disjunctures between experiencing life and narrating those experiences to create approximations of coherent identities of individual selves and those of the nation. The study argued that each of the stories analyzed in this study contributed a version of the multiple Zimbabwean narratives that no one story could ever tell without being contested by others. Thus the study explores how white Rhodesian auto/biographies depend on the imperial repertoire to construct varying, even contradicting, images of white identities and the Rhodesian nation, which are also contested by black nationalist life narratives. The narratives by women writers, both white and black, introduced further instabilities to the male authored narratives by moving beyond the conventional understanding of what is ‘political’ in political auto/biographies. The HIV and AIDS narratives by black women thrust into the public sphere personalized versions of self so that the political consequence of their inclusion was not only to image Zimbabwe as a diseased society, but one desperately in need of political solutions to confront the different pathologies inherited from colonialism and which also have continued in the post-independence period. / English Studies / (D. Litt. et Phil. (English))

This study is an interpretive analysis of Zimbabwean political auto/biographical narratives in contexts of changing culture, race, ethnicity and gender identity images of the self and nation. I used eclectic theories of postcolonialism to explore the fractured nature of both the processes of identity construction and narration, and the contradictions inherent in identity categories of nation and self. The problem of using autobiographical memory to recall the momentous events that formed the contradictory identities of self and nation in the creative imagination of the lives of Ian Smith, Maurice Nyagumbo, Abel Muzorewa, Joshua Nkomo, Doris Lessing, Fay Chung, Judith Garfield Todd, Tendai Westerhof and Lutanga Shaba have been highlighted. The study concluded that there are narrative and ideological disjunctures between experiencing life and narrating those experiences to create approximations of coherent identities of individual selves and those of the nation. The study argued that each of the stories analyzed in this study contributed a version of the multiple Zimbabwean narratives that no one story could ever tell without being contested by others. Thus the study explores how white Rhodesian auto/biographies depend on the imperial repertoire to construct varying, even contradicting, images of white identities and the Rhodesian nation, which are also contested by black nationalist life narratives. The narratives by women writers, both white and black, introduced further instabilities to the male authored narratives by moving beyond the conventional understanding of what is ‘political’ in political auto/biographies. The HIV and AIDS narratives by black women thrust into the public sphere personalized versions of self so that the political consequence of their inclusion was not only to image Zimbabwe as a diseased society, but one desperately in need of political solutions to confront the different pathologies inherited from colonialism and which also have continued in the post-independence period. / English Studies / (D. Litt. et Phil. (English))

The study sought to explore possibilities of using African languages and their literature to enhance socio-cultural and economic development in Zimbabwe. In broad terms the study considered empowerment through language. Basically the research was an exploration of the different linguistic patterns and attitudes that prevail in the African continent in general and Zimbabwe in particular. The descriptive survey research design was employed for its usefulness in exploratory studies. A total of 600 people participated in the research. Respondents were from across the breath of linguistic divides in the country. Questionnaires, interviews, observations and documentary reviews were used to gather data. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated a disparity in the roles and functions allocated to languages in Zimbabwe. English is preferred and over valued in administration, education and wider communication as a carrier of modern knowledge in science and technology Zimbabwe’s dependence on English provides selective access to socio-cultural and economic services that results in the exclusion of a majority of indigenous people. Zimbabwe’s dependence on English therefore limits adequate exploitation of potential in socio-cultural and economic development. The linguistic landscape of Zimbabwe is not adequately exploited. Zimbabwe is a multi-lingual and multi-cultural country without a clear defining instrument for the status and use of indigenous languages, (Gatawa, 1998; NLPAP, 1998 and Nziramasanga et al, 1999). A clear language policy that recognises that language is a resource is likely to be linguistically all-inclusive and facilitate socio-cultural and economic participation by all Zimbabweans Implementation of proposals for inclusion of African languages is retarded by centuries of linguistic marginalisation and fossilised attitudes in the belief that English carries modern knowledge, coupled with the lack of resources theory. Zimbabwe’s pursuance in the use of English is mainly for nationistic reasons.Proposals and recommendations to avoid reverse discrimination and come up with an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English were made. The level of development for English should illuminate and challenge the heights to which African languages can be developed. / African languages / D.Litt. et Phil.

The study sought to explore possibilities of using African languages and their literature to enhance socio-cultural and economic development in Zimbabwe. In broad terms the study considered empowerment through language. Basically the research was an exploration of the different linguistic patterns and attitudes that prevail in the African continent in general and Zimbabwe in particular. The descriptive survey research design was employed for its usefulness in exploratory studies. A total of 600 people participated in the research. Respondents were from across the breath of linguistic divides in the country. Questionnaires, interviews, observations and documentary reviews were used to gather data. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated a disparity in the roles and functions allocated to languages in Zimbabwe. English is preferred and over valued in administration, education and wider communication as a carrier of modern knowledge in science and technology Zimbabwe’s dependence on English provides selective access to socio-cultural and economic services that results in the exclusion of a majority of indigenous people. Zimbabwe’s dependence on English therefore limits adequate exploitation of potential in socio-cultural and economic development. The linguistic landscape of Zimbabwe is not adequately exploited. Zimbabwe is a multi-lingual and multi-cultural country without a clear defining instrument for the status and use of indigenous languages, (Gatawa, 1998; NLPAP, 1998 and Nziramasanga et al, 1999). A clear language policy that recognises that language is a resource is likely to be linguistically all-inclusive and facilitate socio-cultural and economic participation by all Zimbabweans Implementation of proposals for inclusion of African languages is retarded by centuries of linguistic marginalisation and fossilised attitudes in the belief that English carries modern knowledge, coupled with the lack of resources theory. Zimbabwe’s pursuance in the use of English is mainly for nationistic reasons.Proposals and recommendations to avoid reverse discrimination and come up with an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English were made. The level of development for English should illuminate and challenge the heights to which African languages can be developed. / African languages / D.Litt. et Phil.