Zimbabwe’s Political Crisis and the Production of Syllabi for Teaching History in High Schools

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Sylvester Dombo, Joseph Mujere
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引用次数: 0

Abstract

Abstract The Zimbabwean crisis, which began around 2000, had serious ramifications for the teaching of history in the country, especially in high schools. This study investigated the impact of Zimbabwe’s economic and political crisis on the production of syllabi for teaching history at high schools. It analyses the hurried changes in the secondary school history syllabi which saw the subject being declared a compulsory subject for all students. In the high schools, history was at the centre of an ideological struggle as the government sought to teach the students “patriotic history.” However, others have seen this as a cheap propaganda tool meant to brainwash and hoodwink students into supporting the ZANU-PF regime that presided over the political, social, and economic crisis bedevilling the country. This article, therefore, unpacks the changes in syllabi for schools and analyse how this impacted on the teaching of history in the country. A comparative analysis of the content of the successive syllabi was carried out to flesh out the inclusions and exclusions in the new syllabi. The syllabi compared are 2160, 2166, and 2167 for the ordinary level certificate.
津巴布韦的政治危机与高中历史教学大纲的编制
摘要津巴布韦危机始于2000年左右,对该国的历史教学产生了严重影响,尤其是在高中。本研究调查了津巴布韦的经济和政治危机对高中历史教学大纲制作的影响。它分析了中学历史教学大纲的匆忙变化,该科目被宣布为所有学生的必修科目。在高中,历史是意识形态斗争的中心,因为政府试图教学生“爱国历史”。然而,其他人认为这是一种廉价的宣传工具,旨在洗脑和欺骗学生,让他们支持困扰该国的政治、社会和经济危机的ZANU-PF政权。因此,本文揭示了学校教学大纲的变化,并分析了这对该国历史教学的影响。通过对连续教学大纲内容的比较分析,充实了新教学大纲中的包含和排除。普通水平证书的教学大纲分别为2160、2166和2167。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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