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The marginalisation of Tonga in the education system in Zimbabwe

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dc.contributor.advisor Mutasa, D. E.
dc.contributor.advisor Mojapelo, Mampaka Lydia Ngandini, Patrick 2017-05-23T15:01:03Z 2017-05-23T15:01:03Z 2016-11
dc.identifier.citation Ngandini, Patrick (2016) The marginalisation of Tonga in the education system in Zimbabwe, University of South Africa, Pretoria, <>
dc.description.abstract The study interrogates the marginalisation of the Tonga language in the school curriculum of Zimbabwe. It explores the causes of marginalisation and what can be done by the Zimbabwean government to promote the Tonga language in the school curriculum at all levels in the education domain in Zimbabwe. In the study, the researcher uses a mixed method approach where qualitative and quantitative research techniques are used to corroborate data from different data gathering sources. The postmodernist theory is used in this research because of its encouragement of pluralism in society so as to enhance social cohesion. This is so because all languages are equal and they share the same functions and characteristics. There is no superior or inferior language in the eyes of the postmodernists. Participants for this study were drawn from district officials, selected primary and secondary school educators, primary and secondary school heads, all from Binga district of Zimbabwe and three university Tonga language lecturers, all purposefully selected. Focus group discussions, interviews, questionnaires, documents analysis and observations were used to collect data for this study. The data collected was then analysed using qualitative and quantitative analysis for triangulation purposes. The research established that the marginalisation of the Tonga language in Zimbabwe is caused by both exogenous and endogenous factors. The major factor is Zimbabwe‘s lack of a clear language policy exacerbated by attitudes of the different stakeholders which has also facilitated and enhanced the peripherisation of the Tonga language in Zimbabwe. The government of Zimbabwe has a tendency of declaring policies and not implementing them. Consequently, the government reacts to language problems as they arise. The study also reveals the importance of the Tonga language in the school curriculum in Zimbabwe. It also establishes that, for the Tonga language to be promoted there is need for the expeditious training of educators by the Ministry of Higher and Tertiary Education, Science and Technology Development. There is need for the government of Zimbabwe to strengthen their language policy so that the status of Tonga is enhanced and uplifted. A strong language policy will compel different stakeholders to stick to their mandate thereby improving the place of the Tonga language in the school curriculum at all levels of the curriculum in Zimbabwe. en
dc.format.extent 1 online resource (xv, 281 leaves)
dc.language.iso en en
dc.subject Minority language en
dc.subject Language policy en
dc.subject Marginalisation en
dc.subject Indigenous language en
dc.subject Curriculum en
dc.subject Education en
dc.subject Postmodernism en
dc.subject African language en
dc.subject National language en
dc.subject Tonga en
dc.subject.ddc 496.0076891
dc.subject.lcsh Language policy -- Zimbabwe
dc.subject.lcsh Zimbabwe -- Languages
dc.subject.lcsh Tonga language (Zambezi)
dc.subject.lcsh Language and education -- Zimbabwe
dc.subject.lcsh African languages -- Study and teaching -- Zimbabwe
dc.subject.lcsh Education and state -- Zimbabwe
dc.title The marginalisation of Tonga in the education system in Zimbabwe en
dc.type Thesis en
dc.description.department African Languages en D. Litt. et Phil. (African Languages)

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