Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature

• In Event: 47.060 - Using an Equity-Based Lens to Interrogate Curricula and Education Opportunities

Abstract

This systematic review of the literature utilized an inductive analytical approach to characterize the results of previous empirical studies to proffer research-based conclusions and recommendations for the reimagination of a postcolonial curriculum from a Zimbabwean context. The results provide insights concerning enduring elements of colonialism that are present in the postcolonial curriculum. The chosen research approach focuses attention on Zimbabwean concerns but calls attention to many challenges germane to postcolonial curricula across Africa. Thus, the study includes implications regarding the development of an authentic postcolonial curriculum that is inclusive, reflective, and representative of the needs of the learners. The study contributes to the literature on postcolonial education and further explores the nuanced implementations and conceptualizations present in the academic community.

Authors

• Lovemore Sibanda, University of North Texas

• Jemimah L Young, University of Iowa