Diss. (sammanfattning) Uppsala : Uppsala universitet, 2006. / ISBN ej i pappersutskrift. Härtill 4 uppsatser.

Thesis--University of Illinois. / Includes bibliographical references (p. 132-134).

Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references (p. 192-201). Also available in electronic format on the Internet.

Abstract This article reviews the performance in Zimbabwe of a play called Tinoendepi? as an exemplary piece of popular theatre aimed at alerting audiences to issues of violence during the run-up to the 2002 presidential election. The play presents the history of a country that opposed colonial violence with successful revolution before subsiding into a recognizable brand of neo-colonial violence.

This thesis explores the role of the media in a "hybrid regime". Taking post-2000 Zimbabwe as a "hybrid regime" in flux over time, the thesis explores the media policies and strategies deployed by the ruling Zimbabwe African National Union - Patriotic Front (ZANU-PF) party in the context of the "revolutionary" seizure of white-owned farms in Zimbabwe in the early 2000s, what became known as the "Third Chimurenga". I examine how the ZANU (PF) media strategy was developed under the newly created Ministry/Department of Information and Publicity in line with the hegemonic ambitions and legitimation needs of the hybrid system that the party built during this period. Through this, the thesis exposes the shortcomings in the literature on hybrid regimes and a Zimbabweanist scholarly literature on the media and 'patriotic history', which both overly emphasise the formal media, and argues for a much deeper understanding of the role of the 'non-traditional' media and political practices that are historically and culturally constituted in the survival or persistence of these regimes. By showing the importance of history and culture in practices of regime legitimation and survival, the thesis challenges much of the assumptions within the literature on hybrid regimes which is largely quantitative and electoralist in approach. This thesis explores: i) the means and mechanisms of media control in a hybrid regime; ii) the tensions and contradictions that characterise a hybrid media system; iii) the role of the media in legitimacy construction, specifically how journalists framed events, and; iv) the role of the 'non-traditional' media or the forms of media drawn from history and culture in regime legitimation and survival. The thesis is based on interviews with ZANU (PF) elites, senior government officials, journalists, artists and a media content analysis as well as a variety of political actors in Murewa, a particularly violent and contested district in Zimbabwe.

This thesis reports the detailed study of 150 km2 of a newly discovered ophiolite terrane in the Chewore Inliers of northern Zimbabwe. It is apparently the oldest dated ophiolite (senso stricto) in Africa. Field and laboratory investigation of the Ophiolite Terrane (OT) shows that it comprises three distinct lithological groups. The Maunde Ophiolite Group is comprised of back - arc ophiolite - type assemblages, namely:-meta - mafic volcanics, sheeted meta - mafic dykes, meta - gabbro, meta - mafic cumulates and serpentinites. The Kaourera Island - Arc Group is comprised of a silica and potassium variable suite of extrusive volcanic lithologies which represent a tectonically excised island - arc complex. The Kadunguri Whiteschists are comprised of chemically restricted whiteschists which are characterised by the equilibrium assemblage of talc and kyanite and unusual yoderite + kyanite + chlorite + talc + dravite + hematite assemblages. The Ophiolite Terrane has had a single period of crustal thickening with a NNE - SSW shortening direction. This event is characterised by high shear strains with the development of non - coaxial intrafolial shear folds, an axial planar cleavage and an extension lineation which is parallel to the intrafolial fold hinges. Tectonic transport was directed obliquely toward the NNE. Associated clockwise metamorphism peaked within the upper amphibolite facies at 700°C and 10 kbar. The high pressure, moderate temperature Kadunguri Group whiteschists record peak metamorphic PT's of between 13 and 21 kbar and 550 - 650°C with the production of the second natural occurrence of the mineral yoderite. A plagiogranite sheet within the ophiolite has been SHRIMP dated at 1393 ± 22 Ma (Oliver et al., 1998) and is interpreted to be the age of the ophiolite. Investigation of the terranes to the north of the OT by Goscombe et al., (1998) reveal a previous, high T, low P, anti - clockwise, local granulite facies tectono - metamorphic cycle (M1) which is not recognised within the OT. All terranes are variably overprinted by the main clockwise PTt path, amphibolite facies, crustal thickening event (M2). The M1 cycle has been U / Pb SHRIMP dated from zircons within the Granulite Terrane at 943 ± 34 Ma (Goscombe et al., 1998) and interpreted to represent crustal extension associated with continental break up of Rodinia. Zircon overgrowths within the Granulite Terrane date the M2 cycle at 524 ± 16 Ma. The lack of M1 metamorphism and associated fabrics within the OT and the similarity in early M2 structures between all terranes indicate that juxtaposition of the Chewore terranes occurred during the earliest part of the M2 cycle i.e., at 524 ± 16 Ma. The plethora of Pan - African radiometric ages (c. 520 - 530 Ma) throughout the Zambezi Belt suggests that the belt containing the OT represents a complex east to west trending suture zone which divides West Gondwana into a 'northern' (Congo Craton) and 'southern' (Zimbabwe Craton) component. The Zimbabwe and Congo Cratons were therefore ultimately juxtaposed during the Pan - African Orogeny.

Environmental education is taught as part of the Primary School Environmental and Agricultural Science (EAS) curriculum in Zimbabwe. An attempt to improve the quality of learning in EAS resulted in a research project at the University of Zimbabwe that aimed to transpose innovative constructivist pedagogy from a western context to a rural African one. This writer has used a definition of teacher change as social change and a belief that sustainable pedagogical change involves a transformative process. The research backs up previous findings that failure to recognise and deal with how people actually experience the change process, accounts for much failure of social change. This qualitative research has attempted to provide some understanding of the complex interrelationships of factors that affected expected change in teaching style. By focusing on the process of teacher change within innovation, this researcher was able to identify inhibitors to change that were subsequently critically reflected on by the tea~hers themselves. The disappointing resistance to change first noted within the project has become a source of unexpected but potentially important illuminative understanding of teacher education and development in a non-western environment.

Gold exploration was conducted in northern margin, granulite-facies rocks of the Limpopo Belt. Methods used in the prospecting include drainage, soil and rock geochemistry, geophysical surveys, geological mapping, trenching and diamond drilling. These techniques successfully led to the discovery of two medium size, mesothermal gold deposits (Grid 2s and Grid 4). Objectives of this study were to (a) document the exploration methodology used; (b) describe the regional geology; (c) establish a mineral deposit model; (d) outline the methods and results of various exploration techniques; (e) outline follow-up procedures and evaluation of anomalies; and (f) discuss results of the exploration exercise and conclusions. The granulite-facies terrain comprises Charno-enderbites, mafic and felsic to intermediate metavolcanic rocks and meta-sediments. Renco Mine situated immediately east of the study area, was selected as the ore deposit model for the exploration program. Gold mineralization occurs in shear and thrust zones within an enderbite. The gold deposits are structurally controlled by a first-order, Sinistral transcrustal Mauch Shear Zone, which is parallel to a regional east-northeast penetrative foliation. The deposits are in dilation zones where the Mauch Shear (a) is intersected by a dextral east-west shear (Grid 2s), or (b) has a sinistral splay (Grid 4 and Renco). Close to these deposits, the Mauch Shear is in contact with a "greenstone belt", which is a possible source of crustal metamorphic ore fluids and gold. The Grid 2s deposit contains fine-grained, disseminated free gold, and small amounts of pyrrhotite, pyrite and chalcopyrite in quartz veins within third-order shears in K-feldspar granite. K-feldspar, sericitic, silicic, sulphidation and carbonate alteration characterizes the deposit, which has a proposed mantle-degassing model. The Grid 4 deposit is magmatic porphyry-type, with CuMo and Au in third- and fourth-order shears respectively. Mineralization comprises disseminated to semi-massive pyrrhotite, pyrite, chalcopyrite, sphalerite, bismuth, molybdenite and gold. Wall rock alteration includes biotitic, chloritic, silicic, sulphidation and carbonate. In Grid 2s, Grid 4 and Renco deposits, the alteration mineral assemblages are in three facies, which are granulite, amphibolte and greenschist. In the three deposits, the mineralization occurs with the amphibolite-facies, indicating post-peak, retrograde metamorphic conditions. / Illustrations (maps) only available in print form at Cory Library / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in

The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed by an eclectic framework based on Erik Erikson's psychosocial theory, Bronfenbrenner's socio-ecological theory and Allardt's social welfare theory. These three theories point to the need for understanding that the social supports available to an individual determine how the individual perceives and responds to all his or her experiences. Investigations of the perceptions which individuals hold of their diverse lived experiences are best understood from a qualitative paradigm. Since the study intended to gain an understanding of the forms of peer harassment experienced by learners and how their individual experiences influenced their wellbeing, a phenomenological design was used. The sample was comprised of fifteen Form Three (grade 10) learners from three rural schools who volunteered to share their experiences of peer harassment. Data generated from semi-structured interviews with the individual participants were analyzed revealing emergent themes to answer the research questions. Findings revealed that the learners experienced various forms of peer harassment with physical peer harassment being the most prevalent. The data also revealed that peer harassment had both psychological and social influences on the well being of the learners which were primarily negative. Most learners felt that they were not getting adequate support from the adults (i.e., their teachers and the parents and guardians. The apparent reason for this lack of support from the adults was related to the community values which adults held about how learners were expected to deal with peer harassment. It was also evident that most learners chose to suffer silently, or hoped that God would intervene to assist them. Teachers were also not doing enough to assist the learners to stop peer harassment. Like the parents and guardians, most of the teachers did not perceive peer harassment as a serious problem in learners' lives so they did very little to assist victims who complained to them. Learners relied primarily on friends for support. The study concluded that peer harassment influenced the learners 'psychological and social well being negatively. It provided recommendations for schools, teachers, parents and the learners themselves. These stakeholders may collaborate to establish anti-harassment policies and to inform the design and implementation of anti-harassment policies in Zimbabwean rural schools. Recommendations are also provided for further studies aimed at identifying effective responses to the phenomenon of peer harassment.

Inclusive education has become a global trend in the 21st century and is seen as a way of addressing barriers to learning for children with diverse backgrounds, needs, abilities and learning styles. The key to the success of the implementation of inclusive education lies in teacher education as this is where teachers are trained. Teacher education is thus expected to equip pre-service teacher trainees with relevant and effective strategies to enable them to implement inclusive education effectively in the schools in response to learner diversity. This study therefore focused on assessing the strategies for implementing inclusive education that teacher educators equip their pre-service trainees with in the primary teacher training colleges in Zimbabwe. The research was grounded in the pragmatist paradigm and the mixed method approach was employed. Data were collected from two primary teacher training colleges in Zimbabwe and in primary schools in the Harare Metropolitan Province. The participants were lecturers (teacher educators), pre-service trainees in the final phase of the course and qualified teachers who trained with the two colleges and are teaching in the Mbare-Hatfield District of the Harare Metropolitan Province. The study found out that most of the lecturers, pre-service teacher trainees and qualified teachers knew about inclusive education although some had a narrow view of the extent to which learner diversity entails. Therefore, this could affect the way these educators perceive inclusive teaching strategies in the implementation of inclusive education. The main finding was that the teaching strategies that pre-service trainees were equipped with were not quite effective for inclusive classrooms. The study also unveiled that lecturers in the primary teacher training colleges were aware of different teaching strategies with which pre-service trainees can be equipped and exposed to in order for effective teaching and learning to take place. They, however, did not differentiate between those strategies for regular classes and those for inclusive ones. Although the lecturers were aware of inclusive teaching strategies, they did not do much to equip their trainees with these due to challenges which include lack of coordinated programmes in lecturing in the different subject areas; lack of integration in topics taught in the different subject areas; loaded timetables in the teacher education curriculum; the nature of the teacher education curriculum which is not flexible as it focuses on examinations; inadequate resources and high lecturer-student ratio in the colleges; and high teacher-pupil ratio in the primary schools where the pre-service trainees do their teaching practice. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for adequate teacher preparation and training to enable teachers to be flexible, accommodative and reflective in their practice in terms of employing teaching strategies. The researcher also recommended a review of the primary teacher education curriculum in its entirety to accommodate fully the teaching of inclusive education.