An analysis of the representation of minority groups in the secondary school history curriculum : a case of the Vhavenda learners in Zimbabwe

Abstract

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.