Nathan Moyo

Great Zimbabwe University · Curriculum Studies

Critical digital pedagogy informed by critical pedagogy is about dismantling digital hegemony that pervades knowlede production and dissemination to the exclusion of African and Indigenous Knowledges

This study undertakes a decolonial reading of the Zimbabwean history curriculum as an exemplar of how knowledge and pedagogy could be reframed as the basis for curricular justice in a global imaginary that is predicated on the epistemic hegemony of the Global North. The study which is framed as a conceptual research article introduces and argues fo...

p>This article interrogates humanity’s individual and collective responses to the outbreak of the COVID-19 pandemic, which has been unprecedented in its deadly, unstoppable spread. Widespread illness and deaths across the world as a result of COVID- 19 have invoked grim reminders of our mutual vulnerability The article reimagines a pedagogy of comp...

This paper rethinks a decolonial cosmopolitanism citizenship as a potentially useful heuristic to promote a planetary conviviality that could provide succour to humanity in a post COVID-19 world. The outbreak of the COVID-19 pandemic in 2019 was followed by raced and xenophobic discourses as nations re-borderised in efforts to stem the pandemic. Su...

The chapter is a historical assessment of the Zimbabwean policy of education for citizenship in higher education, particularly emphasising teacher education. In the chapter, Moyo and Magudu explore whether and how such policies promote deliberative communication values. The chapter foregrounds communicative competencies, in the Habermasian sense,...

This chapter theorises the politics of knowledge production in order to understand the ways in which Indigenous Knowledge Systems (IKS) could be framed as bases for promoting transformative classroom practices in Zimbabwe. Doing so is necessary as the school curricula of many education systems in postcolonial Africa remain subservient to the Wester...

This article examines the policy and quality assurance debates in teacher education ensuing at one school of education in Zimbabwe following the sudden closure of schools and universities due to the Covid 19 pandemic. Unfortunately, final year university pre-service teacher education students’ practicum assessment could not be finalised. The practi...

This paper examines the teaching and learning of traditional dance at primary school level in Zimbabwe as a key aspect of postcolonial curriculum reimagination within the broader project of reclaiming a nation’s heritage. The paper used the survey design to determine how a cohort of primary school teachers understood traditional dance and how they...

This study reframes Yvonne Vera’s novel, The Stone Virgins as a potential secondary school literature text in the Zimbabwean curriculum through which a pedagogy of expiation could be re-imagined. The argument is that the traumatic experiences that Zimbabwe has gone through as a nation require open re-engagement and debate. The study thus employs th...

This paper studies the curriculum policy trajectories that have characterized the teaching of secondary school History as a subject that is historically enmeshed in the politics of nation-state making in post-independence Zimbabwe. Through content analysis, the paper examines the ways in which the post-independence History syllabi, namely 2166 and...

This paper reports on the findings of a qualitative interpretive study that was undertaken to determine how in-service teachers at Great Zimbabwe University were able (or not) to translate a theory that they were exposed to into practice during history lessons. Drawing on a range of data, the study explored how the teachers, who were purposively sa...

This paper reflects on the key actors in education policy making in Zimbabwe. It looks at the contextual complexities that characterized policy-making in this country to make sense of the contestations that the state had to confront and accommodate. The policy network approach is employed as an analytical framework to clarify how, in particular non...

This paper looks critically at representation in the history curriculum of Zimbabwe in relation to the production of subjectivity and identity that the government hopes will fulfil the quest for nationhood. It finds that content selection is skewed towards promoting a dominant group while syntactic knowledge is manipulated to make students be what...