Towards a Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature

Sibanda, Lovemore; Young, Jemimah L.

doi:10.1080/18146627.2018.1507622

Cited by 8 publications

(4 citation statements)

References 21 publications

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“…They do not have any Egyptian or American ancestry. Indian psyche, indigenous ways of life, and similar things like that (Sibanda & Young, 2020). women have a subaltern status in nations like Pakistan, but educated and wealthy women like Zarri serve as an example for other women to learn from so that they might improve their own lives.…”

Section: Literature Reviewmentioning

confidence: 99%

Deconstructing Material Commodification: A Feminist Critique of Objectification in Qaisra Shahraz’s Holy Woman

Saeed,

Ilyas,

Zulfiqar

et al. 2024

Pak. J. Humanit. Soc. Sci

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The main concernof present study is to analyze Qaisra Shahraz’s Holy Woman by applying feministic lens and Simon de beaviour Second Sex Theoretical lens to discuss the materialistic commodification that influence the women individuality and identity as a woman. Using the objectification concept and feminist criticism, the study examines how the leading character Zarri Bano as targeted and objectified by her own .An examination of the material and /or trading concept of woman is then used through a detailed textual analysis to break down how various factors of sexualization, money, and femininity develop the women’s realities, their identity, and the systems of opposition available to them. This research delves into the patriarchal power dynamics that objectify and silence women's voices, particularly focusing on the subjugation of female subalterns by patriarchal forces. It highlights how these power structures manipulate discourse to impose specific identities on women, such as Holy women, izzat, gairat, purdah, and burqa to serve patriarchal agendas rather than genuine religious principles. Through the lens of Simon de Beauvoir's feminist philosophy, this study examines the character of Zari Bano in Qaisra Shahraz's novel Holy Woman as a symbol of subalternity, revealing the oppression she faces not only from her father but also from societal discrimination based on gender. The analysis demonstrates how patriarchal societies justify the marginalization of women to advance their own political and economic interests.

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Section: Literature Reviewmentioning

confidence: 99%

Deconstructing Material Commodification: A Feminist Critique of Objectification in Qaisra Shahraz’s Holy Woman

Saeed,

Ilyas,

Zulfiqar

et al. 2024

Pak. J. Humanit. Soc. Sci

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“…Memorizing subjects through rote learning does not facilitate student-centered learning and restricts students from engaging in critical analysis (Widodo, 2023;Zulfikar, 2010). Today, rote learning occupies a large place in the school curriculum (Phirom, 2022;Sibanda & Young, 2020). Nonetheless, there are efforts to create more meaningful learning instead of route learning in educational environments (Irvine, 1995;Shrivastava & Shrivastava, 2022).…”

Section: We Have At Least Two Different Types Of Memory: a Spatial Me...mentioning

confidence: 99%

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

Korkmaz

2024

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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The increasing prevalence of brain research and the fact that the findings reveal important arguments about the learning process have led to the proliferation of brain-based learning studies. Brain-based learning principles, introduced by Caine and Caine in 1991, are frequently used in the literature and shed light on educational research. However, in today's changing conditions, educational environments have remarkably differentiated, the opportunities for learners have increased more than ever before, threats such as the Covid-19 pandemic and natural disasters have directly affected education, and technological advances have made a breakthrough with artificial intelligence. There are studies evaluating 12 accepted and frequently used brain-based learning principles in the literature, but there is no review study that addresses brain-based learning principles in today's changing conditions. Therefore, this article aims to examine the principles of brain-based learning in today's changing conditions. Increasing threats in the rapidly changing world pose a risk to brain-based learning. Also, increasingly common helicopter parenting and artificial intelligence hinder brain-based learning, although they have some advantages. However, on the other hand, the fact that technological developments make educational environments richer and increase the opportunities for learners greatly facilitates brain-based learning. Thus, brain-based learning principles have become much more meaningful and gained great importance in today's world.

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“…A substantial amount of literature exists on post-colonial curriculum reforms in Lesotho (Khama, 2018;Makumane & Ngcobo, 2021;Raselimo & Mahao, 2015;Tlali, 2018), Zimbabwe (Mavhunga, 2014;Runhare & Muvirimi, 2017;Sibanda & Young, 2019;Zhang & Alwang, 2019) and South Africa (Du Plessis & Marais 2015;Jansen, 2002;McKeever, 2017;Moloi, 2019;Moses et al, 2017;Ndimande, 2016). Although all these studies are country specific in focus, Chisholm and Leyendecker (2009) and Kanjee et al (2010) have engaged in multi-country comparisons of post-colonial curriculum reforms in sub-Saharan Africa.…”

Section: Objectives Of the Studymentioning

confidence: 99%

Curriculum Reform for Social Justice: A Critical Policy Historiography of Transformation in Lesotho, Zimbabwe and South Africa

Chimbi,

Jita

2023

REPAM

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The call for social justice in education has been echoed across the globe for many decades. However, the dual hatchets of racial and social-class segregation have refused to be buried in the 21st century. Inequalities within and across nations remain pervasive and conspicuous. Tapping into the framework of policy genealogy, this theoretical qualitative historiography teases the evolution of curriculum reform in three post-colonial states – Lesotho, Zimbabwe and South Africa. These three nations share a common legacy of British colonialism and unequal access to education anchored in race, social class, gender and other manifestations of injustice. Using primary and secondary documents available in the public domain, the paper traces and juxtaposes post-colonial curriculum policies initiated in search for social justice and how these policies were implemented at school and classroom levels. The grounded theory emerging from this policy historiography is that the genealogy of curriculum reform policies was dictated by historical circumstances and the unique context of each country, rather than deliberate policy sharing among decision-makers in the three post-colonial states. Although reform policy espouses equitable education, the attainment of social justice in the three nations remains largely a mirage. Only children of the new Black elite are enjoying the fruits of post-colonial curriculum reform by attending expensive and generously resourced former White-only schools, but the poor majority remain marginalised in poorly resourced schools. This study recommends collaboration among policy makers in the three nations so that policy talk may be translated into policy action.

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Towards a Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature

Cited by 8 publications

References 21 publications

Deconstructing Material Commodification: A Feminist Critique of Objectification in Qaisra Shahraz’s Holy Woman

Deconstructing Material Commodification: A Feminist Critique of Objectification in Qaisra Shahraz’s Holy Woman

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

Curriculum Reform for Social Justice: A Critical Policy Historiography of Transformation in Lesotho, Zimbabwe and South Africa

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