This research delves into the intricate web of representational injustices embedded within the
Zimbabwean secondary school curriculum, with a focused examination of the plight of the
Vhavenda learners. Guided by Nancy Fraser’s social justice theory, the study uncovers layers
of representation, recognition, and distributive injustices that impede the positive portrayal of
the Vhavenda ethnic group. For the purposes of this study, the multiple case study research
design was selected. This choice was made to allow for an in-depth exploration of complex
phenomena within real-life contexts, facilitating a comprehensive understanding of the
research questions. Additionally, a qualitative research methodology was adopted to explore
the rich narratives and perspectives of participants, enabling a nuanced analysis of the
underlying themes and patterns inherent in the data. Through a comprehensive analysis, a
kaleidoscopic array of factors influencing representational injustices was unearthed. Foremost
among these factors is the enduring legacy of colonial language policies, which enshrined
only two native languages, Shona and Ndebele, marginalizing others such as Vhavenda. The
pervasive influence of colonial heritage continues to shape educational policies, perpetuating
disparities in the curriculum representation of the history of the Vhavenda. The study reveals
that Zimbabwe's nation-building agenda has been hindered by deep-seated linguaphobia, ethnic biases, and regionalism, exacerbating the marginalisation of minority groups like the
Vhavenda. In the secondary school curriculum, the history of the Vhavenda is relegated to
peripheral status, construed merely of an account of when the Vhavenda came into contact
with the Ndebele on their way from South Africa. This research adopts a diagnostic and
remedial approach, proposing solutions to rectify the representational anomalies within the
curriculum. By advocating for inclusive policies that recognize and valorize the cultural
diversity of Zimbabwe, the study aims to address the systemic injustices that undermine the
educational experiences of minority groups. Ultimately, this research contributes to the
ongoing discourse on social justice in education, shedding light on the urgent need for
curriculum reform to foster inclusivity, recognition, and equitable representation of all ethnic
groups within the Zimbabwean educational landscape. It centers on the construction of an
authentic post-colonial inclusive curriculum characterized by comprehensive representation.
Tsenguluso iyi i ṱoḓisisa nga vhuronwane webu yo serekanaho ya u sa tevhedzwa ha vhuimeleli
ho ṱanganaho na kharikhuḽamu ya zwikolo zwa sekondari zwa Zimbabwe, hu na ṱhoḓisiso yo
livhiswaho kha vhuleme ha vhagudi vha Vhavenḓa. U livhiswa nga theori ya vhulamukanyi ha
matshilisano nga Nancy Fraser, ngudo i bvukulula zwipiḓa zwa vhuimeleli, u dzhielwa nṱha,
na u sa tevhedzwa ha u phaḓaladza zwine zwa thithisa u sumbedzwa havhuḓi ha lushaka lwa
Vhavenḓa. U itela ndivho dza ngudo iyi, ho khethwa nḓila ya ṱhoḓisiso ya ngudo ya tsumbo
nnzhi. Khetho iyi yo itwa u itela u tendela u ṱoḓisisa ho dzikaho ha zwithu zwo serekanaho nga
ngomu ha zwiimo zwa vhukuma, zwi tshi leludza u pfesesa ho fhelelaho ha mbudziso dza
ṱhoḓisiso. Zwiṅwe hafhu, ho ṱanganedzwa ngona ya ṱhoḓisiso ya khwaḽithethivi u tandula
vhaanetsheli vho pfumaho na mavhonele a vha dzhenelaho, zwine zwa konisa tsenguluso yo
ṱanḓavhuwaho ya thero dza mutheo na phetheni dzine dza vha hone kha data. Nga kha
tsenguluso yo fhelelaho, ho bvukululwa zwithu zwinzhi zwine zwa ṱuṱuwedza u sa tevhedzwa
ha vhuimeleli. Tshihulwane kha zwithu izwi ndi ifa ḽi sa fheli ḽa mbekanyamaitele dza nyambo
dza vhukoloni, dze dza vha dzi tshi khwaṱhisa nyambo mbili dza ḓamuni fhedzi, Tshishona na
Tshindebele, dzi tshi dzhiela fhasi dziṅwe dzi ngaho Vhavenḓa. Ṱhuṱhuwedzo yo phaḓalalaho
ya vhufa ha vhukoloni i khou bvelaphanḓa na u vhumba mbekanyamaitele dza pfunzo, i tshi
isa phanḓa u sa lingana kha vhuimeleli ha kharikhuḽamu ha ḓivhazwakale ya Vhavenḓa.
Ngudo i dzumbulula uri adzhenda ya Zimbabwe ya u fhaṱa lushaka yo thithiswa nga u ofha
luambo ho dzikaho, u dzhia sia ha mirafho, na u ṱalula dzingu, zwine zwa ṋaṋisa u dzhielwa
fhasi ha zwigwada zwiṱuku u fana na Vhavenḓa. Kha kharikhuḽamu ya zwikolo zwa sekondari,
ḓivhazwakale ya Vhavenḓa yo fhungudzwa ya vha kha tshiimo tsha nga nnḓa, i ṱalutshedzwa
fhedzi sa mafhungo a uri Vhavenḓa vho ṱangana lini na Vhandebele musi vhe nḓilani u bva
Afrika Tshipembe.
Tsedzuluso iyi i dzhia nḓila ya u ṱola na u lugisa, i tshi ṋetshedza thandululo dza u lugisa zwithu
zwi songo ḓoweleaho zwa vhuimeleli nga ngomu ha kharikhuḽamu. Nga u tikedza
mbekanyamaitele dzo katelaho dzine dza dzhiela nṱha na u dzhiela nṱha mvelele dzo
fhambanaho dza Zimbabwe, ngudo yo sedza kha u tandulula u sa tevhedza mulayo ha sisteme
hune ha dzhiela fhasi tshenzhemo dza pfunzo dza zwigwada zwiṱuku. Mafheleloni, ṱhoḓisiso iyi i shela mulenzhe kha nyambedzano ine ya khou bvelaphanḓa nga ha
vhulamukanyi ha matshilisano kha pfunzo, i tshi bvisela khagala ṱhoḓea yo ṱavhanyiswaho ya
tshanduko ya kharikhuḽamu u itela u ṱuṱuwedza u katelwa, u dzhielwa nṱha, na vhuimeleli ho
linganelaho ha tshaka dzoṱhe nga ngomu ha mvelele ya pfunzo ya Zimbabwe.
I sedza kha u fhaṱwa ha kharikhuḽamu ya vhukuma ya nga murahu ha vhukoloni yo katelaho
ine ya ṱaluswa nga vhuimeleli ho ṱanganelaho.
Lolu cwaningo luhlose ukudingida ngokungabibikho kobulungiswa ekumelelekeni
ngokwekharikhulamu ezikoleni zamabanga aphakeme eZimbabwe, ngokugxila kulokho
okuyizingqinamba zabafundi abangamaVhavenda. Ngokulekelelwa yitiyori eqondene
nobulungiswa emphakathini kaNancy Fraser, lolu cwaningo luzoveza iminxa yokumeleleka,
ukwaziswa, kanye nokungabibikho kobulungiswa okuveza ngokusobala ukucindezeleka
kwabantu besizwe samaVhavenda. Ukuze kuqhutshwe lolu cwaningo, kukhethwe ubuka
kusetshenziswe indlela yokucwaninga imibhalo yezingxoxo ezahlukahlukene. Le ndlela
ikhethwe ukuze ukuhlola okwenziwayo kujule kuthathwelwe ezindleleni ezahlukene
eziwubunjalo besimo eseqhubekayo, ukuze siyiqonde ngokuphelele nemibuzo yocwaningo.
Ukwengeza, lapha kusetshenziswe indlela yokucwaninga iqophelo ukuze kuhlolwe izilandiso
nemibono yababambiqhaza, ngokuvumela ukuhlaziya ngokuguquguquka kwezindikimba
eziyisisekelo namaphethini atholakale kudatha. Ngokokuhlaziya okuphelele, kutholakale
imithelela eminingi eyimbangela yokungabibikho kobulungiswa ekumelelekeni. Okuhamba
phambili phakathi kwale mithelela yifagugu elingapheli lezinqubomgomo zezilimi
zamakoloni, neziqhakambisa izilimi ezimbili kuphela zomdabu, isiShona nesiNdebele,
nokukhipha inyumbazane ezinye ezifana nesiVhavenda. Umthelela omkhulu wegugungqangi lamakoloni uyaqhubeka nokuhlela izinqubomgomo zemfundo, uqhubekisela phambili
ukungameleleki kukharikhulamu yomlando wamaVhavenda. Lolu cwaningo luveza ukuthi
uhlelo lokwakha isizwe saseZimbabwe luphazamisekile ngenxa yokucwaswa kwezilimi
ezindala, ukucwasa ngokwezizwe, nokucwasa ngokwezifunda, okubhebhethekisa ukucwaswa
kwedlanzana labantu abafana namaVhavenda. Ngokwekharikhulamu yezikole zamabanga
aphakeme, umlando wamaVhavenda ubukelwa phansi, udungekile ngokumataniswa nodaba
lwangesikhathi amaVhavenda ehlangana namaNdebele besuka eNingizimu Afrika. Lolu
cwaningo lusebenzisa indlela ezoxilonga futhi ilungise, ngokuphakamisa izisombululo
zokulungisa ukungafani kokumelela ngaphansi kwekharikhulamu. Ngokukhuthaza
izinqubomgomo ezibandakanya zazise futhi ziqhakambise ukuhlukahluka kwamasiko
eZimbabwe, ucwaningo luhlose ukubhekana nokungabibikho kobulungiswa okubukela phansi
ulwazi lwemfundo yedlanzana labantu abathile. Ekugcineni, lolu cwaningo lufaka isandla
enkulumweni eqhubekayo yobulungiswa bezenhlalakahle kwezemfundo, okucacisa
ngesidingo esiphuthumayo sokuguqulwa kwekharikhulamu ukuze kugqugquzelwe
ukubandakanywa, ukukwaziswa, nokumeleleka ngokulinganayo kwazo zonke izinhlanga
yaseZimbabwe. Ucwaningo lugxile ekusungulweni kwekharikhulamu yangemva kobukoloni ebandakanya wonke umunu ngokuyiqiniso ezobonakala ngokumeleleka kwabantu
ngokuphelele.
