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Journal articles on the topic 'Zimbabwean (English)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Mlambo, Muzi. "A survey of the language situation in Zimbabwe." English Today 25, no. 2 (May 26, 2009): 18–24. http://dx.doi.org/10.1017/s0266078409000145.

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ABSTRACTIs there a Zimbabwean variety of English? If so, who speaks it? Although Zimbabwe is a multilingual speech community, the Shona language, which is composed of dialects and sub-dialects, enjoys numerical dominance because it is spoken by the majority of the Zimbabweans. On the other hand, English, the official language, enjoys status dominance and it occupies a special position in the lives of many Zimbabweans. There is dispute, however, whether English in Zimbabwe is an interlanguage, and its speakers have adopted the native variety as a model, or whether it is better to observe that there are many varieties of English in Zimbabwe which are pragmatically identifiable as Zimbabwean, and that the vast majority of Zimbabweans appear to speak an English which reflects the linguistic characteristics of Shona.

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2

Gijimah, Tevedzerai, and Collen Sabao. "Bi/multilingual Voices and Audiences? Code-Switching in Zimbabwean Popular Drama, Studio 263." International Journal of Linguistics 8, no. 5 (September 29, 2016): 40. http://dx.doi.org/10.5296/ijl.v8i5.10084.

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<p class="1"><span lang="X-NONE">Code-switching is an observed common discourse linguistic behaviour in Zimbabwean popular dramas. The motives and effects of the use of code-switching in such communicative contexts is however an understudied area. This article examines the communicative impact/effects on the audience, of code-switching as a communication strategy in <em>Studio 263</em>, one of Zimbabwe’s popular dramas (soap operas). Observing that code-switching has become part and parcel of Zimbabwean everyday discourses – a situation chiefly resulting from the Zimbabwean linguistic situation characterised by bi/multilingual societies – the analysis explores the rhetorical and communicative potential of code-switching as a communication strategy within the communicative contexts that popular dramas represent and in a bi/multilingual society. The Zimbabwean language situation promotes the use of the English language in all formal communicative events while the ‘indigenous’ languages (Shona and Ndebele) do not enjoy similar privileges. Because English is a second language to the majority of the residents of Zimbabweans, this has resulted in the proliferation of bi/multilingual communities. This article critiques the justification of the use of code-switching in <em>Studio 263</em> as well as its use as a tool for communicating to a ‘larger’ audience.</span></p>

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3

Kadenge, Maxwell. "Zimbabwean English: A sociophonological exploration." South African Journal of African Languages 30, no. 1 (January 2010): 35–51. http://dx.doi.org/10.1080/02572117.2010.10587334.

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4

Siziba, Gugulethu, and Lloyd Hill. "Language and the geopolitics of (dis)location: A study of Zimbabwean Shona and Ndebele speakers in Johannesburg." Language in Society 47, no. 1 (February 2018): 115–39. http://dx.doi.org/10.1017/s0047404517000793.

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AbstractThe Zimbabwean diaspora is a well-documented phenomenon. While much research has been done on Zimbabwean migration to South Africa, the role that language plays in this process has not been well researched. This article draws on South African census data and qualitative fieldwork data to explore the manner in which Zimbabwean migrants use languages to appropriate spaces for themselves in the City of Johannesburg. The census data shows that African migrants tend to concentrate in the Johannesburg CBD, and fieldwork in this area reveals that Zimbabwean migrants are particularly well established in two suburbs—Yeoville and Hillbrow. The article explores migrant language repertoires, which include English, Shona, Ndebele, and a variant of Zulu. While many contributions to the migration literature tend to assume a strong association between language and ethnicity, the article shows how this relationship is mediated by geographic location and social positioning within the city. (Language, migration, Johannesburg, South Africa, Zimbabwe)*

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5

Bhebhe, P. "Perceptions of Advanced Level Students and Teachers Towards the Learning of Poetry in Literature in English in the Zimbabwean Classroom." International Journal of Research and Scientific Innovation XI, no. VI (2024): 206–9. http://dx.doi.org/10.51244/ijrsi.2024.1106017.

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This paper is a desktop review of the perceptions of advanced-level students and teachers towards learning poetry in English literature in the Zimbabwean classroom. English language is one of the core subjects in the Zimbabwean education curriculum. From early childhood development to the university level, students are taught and examined in English. In advanced level (‘A’ level) classes, particularly in Nkayi District, students even learn English and communication skills and write them as a fourth subject. Although it does not contribute towards an individual student’s points, it is considered a desirable subject. English and communication skills are compulsory in almost all the schools in Nkayi District. The subject of Literature in English comprises three categories, which are prose, drama, and poetry. However, Poetry is the most complicated of the three. This paper examined perceptions of advanced-level students and teachers towards learning poetry in literature in English in the Zimbabwean classroom. The research objective was the perception of ‘A’ level students and teachers in Nkayi District, Zimbabwe, towards the learning of poetry in Literature in English. A desktop research methodology was utilized, along with a qualitative case study design, and a thorough evaluation of literature on the perceptions of advanced level students and teachers towards learning poetry in English literature, as emphasized in the literature review. Constructivism’s theoretical perspective underpinned the study. Data were also collected using face-to-face interviews and focused group discussion instruments. The research findings revealed that the perceptions of ‘A’ level students and teachers in Zimbabwe, towards studying poetry in English were that the nature of poetry in English is very complicated and open to many interpretations. The findings also revealed that the historical context of the poems makes the learners understand, associate, and enjoy the history of the different poems. However, the poems taught at the ‘A’ level were too old and foreign to learners. The results also disclosed that the challenge in poetry emanates from sounds and vocabulary. The poetic devices and their level of difficulty may become a hindrance to effecting learning. Learners prefer constructivism and interactive methodologies, if teachers properly implement them in the teaching process, they will tend to get best results out of it. It emerged that failure of students to use the dictionaries may hamper in seeing the aesthetics in poetry in literature in English. This paper recommended that the strategies that can be recommended in order to change these perceptions are the learner centred methods of teaching, availability of resources and provision of functional fully stocked library for research purposes. This will foster the studying of poetry in Literature in English.

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6

Jongore, Magret. "An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (January 2020): 19–34. http://dx.doi.org/10.4018/ijcdlm.2020010103.

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The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.

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7

Clemenciana MUKENGE. "Towards the Stabilisation of Zimbabwean English: Progress and Prospects." Issues in Language Studies 10, no. 1 (June 29, 2021): 203–17. http://dx.doi.org/10.33736/ils.2789.2021.

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The systematic description of African Englishes, including Zimbabwean English (ZE) is gradually increasing in the continent’s ongoing sociolinguistic research. The purpose of this contribution is to investigate the progress currently made in stabilising the Zimbabwean variety of English since its emergence in the 1980s using Schneider’s (2007) Dynamic framework for stabilisation of “New Englishes”. ZE is perceived to be at the nativisation stage, encompassing indigenisation of Standard English before a full adoption into a new socio-cultural context. Evidence of nativisation includes phonological innovations and structural indigenisation of English. It is noted that complete nativisation would follow after full adoption and functionalisation by the speech community. Furthermore, the study establishes that the task at hand is to carry out in-depth research that probes deeper into ZE’s evolution process; explaining its key structural features and its sociolinguistic traits. This will uncover its general linguistic behaviour, functional role and possibly strengthen its visibility, use and eventual growth. One major limitation of the study is that its focus is restricted to the Zimbabwean variety of English. Recommended future studies should include comparative studies of the development of “New Englishes” in other outer circle regions, so as to methodologically inform the stabilisation process of ZE.

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8

Vambe, Maurice Taonezvi. "Orality in the Black Zimbabwean Novel in English." Journal of Southern African Studies 30, no. 2 (June 2004): 235–49. http://dx.doi.org/10.1080/0305707042000215347.

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9

Sibanda, Lovemore. "Zimbabwe Language Policy: Continuity or Radical Change?" Journal of Contemporary Issues in Education 14, no. 2 (December 10, 2019): 2–15. http://dx.doi.org/10.20355/jcie29377.

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The Zimbabwe government introduced a new language policy in education to change the colonial language policy seven years after attaining independence. So much was expected from the postcolonial language. The use of English as the media of instruction during the colonial era was problematic. It denied Africans to describe the world in their languages. Native languages were marginalized and neglected. Africans were robbed of their self-worth and identity. It is against this background that the Zimbabwean government African states after attaining independence and sovereignty pursued an agenda of linguistic decolonization. This paper evaluates the implementation of Zimbabwe's language policy after it gained independence from Britain in 1980. We argue that despite the claim by the Zimbabwe government that it is a revolutionary government which would completely overhaul all colonial structures, institutions, and policies, the implementation of the language policy is a continuity, rather a radical change. Colonial language policy fundamentals are intact and present in the current language policy. English is still the dominant language of instruction. Indigenous languages are considered inferior and on the verge of extinction. The policy failed where it matters most—decolonizing the mind. Zimbabwe needs a sound language policy in education to shake off vestiges of a colonial legacy, and allow children to go to school in their languages to achieve the overall goal of education for all. The language policy must be developed through a broad-based consultative process with specific implementation strategies and commitment by government and non-governmental agencies for funding its implementation.

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10

Chirume, Silvanos. "How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?" International Journal of Educational Studies 2, no. 2 (March 20, 2019): 36–43. http://dx.doi.org/10.53935/2641-533x.v2i2.23.

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This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Other findings were that teachers had mixed feelings towards the use of mother tongue in teaching and learning primary school mathematics, but generally agreed that the language of instruction and/or learning affect performance in mathematics, attitudes towards mathematics and fear of mathematics. The paper concludes that using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools is desirable but the feasibility could not be established. It is recommended, among other things, that there is need for further research and policy formulation on the language of learning/instruction at various school levels in Zimbabwe.

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11

Caraivan, Luiza. "Constructing Womanhood in Zimbabwean Literature: Noviolet Bulawayo and Petina Gappah." Gender Studies 18, no. 1 (December 1, 2019): 58–68. http://dx.doi.org/10.2478/genst-2020-0005.

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Abstract Literature written in English in the former British colonies of Southern Africa has attracted the public’s attention after the publication of Michael Chapman’s “Southern African Literaturesˮ (1996). The paper analyses the writings of two Zimbabwean authors - NoViolet Bulawayo (Elizabeth Zandile Tshele) and Petina Gappah – taking into account African feminist discourses.

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12

G, M. Gundidza, M. Mmbengwa V, L. Magwa M, Ramalivhana N J, T. Mukwevho N, Ndaradzi W, and Samie A. "Aphrodisiac properties of some Zimbabwean medicinal plants formulations." African Journal of Biotechnology 8, no. 22 (November 16, 2009): 6402–7. http://dx.doi.org/10.5897/ajb09.430.

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13

Manhokwe, S., C. Zvidzai, W. Mareesa, and P. Marume. "Wastewater treatment strategies of selected Zimbabwean food industries." International Journal of Water Resources and Environmental Engineering 10, no. 4 (May 31, 2018): 45–53. http://dx.doi.org/10.5897/ijwree2015.0587.

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14

Jephias, Mapuva. "Increasing participatory space in Zimbabwean local governance democracy." African Journal of History and Culture 11, no. 7 (December 31, 2019): 65–73. http://dx.doi.org/10.5897/ajhc2019.0449.

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15

Gwarav, Taurai. "Habermas deliberative democracy and the Zimbabwean constitution-making process." African Journal of Political Science and International Relations 6, no. 2 (February 28, 2012): 15–21. http://dx.doi.org/10.5897/ajpsir11.040.

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16

Mkwesha, Faith. "INTERVIEW WITH PETINA GAPPAH." Imbizo 7, no. 2 (May 26, 2017): 92–98. http://dx.doi.org/10.25159/2078-9785/1857.

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This interview was conducted on 16 May 2009 at Le Quartier Francais in Franschhoek, Cape Town, South Africa. Petina Gappah is the third generation of Zimbabwean writers writing from the diaspora. She was born in 1971 in Zambia, and grew up in Zimbabwe during the transitional moment from colonial Rhodesia to independence. She has law degrees from the University of Zimbabwe, the University of Cambridge, and the University of Graz. She writes in English and also draws on Shona, her first language. She has published a short story collection An Elegy for Easterly (2009), first novel The Book of Memory (2015), and another collection of short stories, Rotten Row (2016).Â Gappahâ€™s collection of short stories An Elegy for Easterly (2009) was awarded The Guardian First Book Award in 2009, and was shortlisted for the Frank Oâ€™Connor International Short Story Award, the richest prize for the short story form. Gappah was working on her novel The Book of Memory at the time of this interview.

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17

Ndofirepi, Takawira Munyaradzi. "Data from Zimbabwean College Students on the Measurement Invariance of the Entrepreneurship Goal and Implementation Intentions Scales." Data 7, no. 12 (November 29, 2022): 172. http://dx.doi.org/10.3390/data7120172.

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This article analyses primary data on the entrepreneurship intentions of selected Zimbabwean college students. The goal of this study was to examine the measurement invariance of the entrepreneurship goal and implementation intention scales across gender groups in a higher education setting. Entrepreneurship goal intentions (EGI) and entrepreneurship implementation intentions (EII) are examined as separate but related constructs. To address the research goal, a positivist philosophy and quantitative research approach were used. A cross-sectional survey was used to collect data from a convenient sample of 262 college students in Zimbabwe. A researcher-administered questionnaire, written in English, was distributed to the respondents and collected after completion. Multi-group confirmatory analysis was performed on the dataset using JASP computer software. The results obtained confirmed all four levels of measurement invariance, namely configural, metric, scalar, and strict invariance. The pattern of the results validates the consistency of the measurement properties of the entrepreneurial intention instruments designed in developed countries across different contexts of use. Researchers, entrepreneurship educators, and policymakers in Zimbabwe can use the results of this analysis to quantify potential entrepreneurs among young adults and to come up with intervention measures to support future entrepreneurship.

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18

Mutekwa, Anias. "The Avenging Spirit: Mapping an Ambivalent Spirituality in Zimbabwean Literature in English." African Studies 69, no. 1 (March 30, 2010): 161–76. http://dx.doi.org/10.1080/00020181003647264.

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19

Matiure, Rungamirai, and Erick Nyoni. "Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?" Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 103–32. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a6.

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This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.

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20

Amon, Simba, and Nyandoro Zivanayi. "Strategic management in retail pharmacy: The case of Zimbabwean companies." African Journal of Business Management 10, no. 9 (May 14, 2016): 233–44. http://dx.doi.org/10.5897/ajbm2016.8010.

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Menezes, S. B., F. Oyebode, and M. S. Haque. "Mentally disordered offenders in Zimbabwe and in England and Wales: a socio-demographic study." Medicine, Science and the Law 47, no. 3 (July 2007): 253–61. http://dx.doi.org/10.1258/rsmmsl.47.3.253.

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Our aim was to compare socio-demographic, clinical and criminal characteristics of mentally disordered offender patients in a special institution in a developing and a developed country. Zimbabwe data from 1980-1990 was obtained from a hospital patient survey, in a written semi-structured format. The English special (high security) hospital patients' data for the same period was obtained from the case register. The sample size for Zimbabwe was 367 patients (337 males, 30 females) and for England and Wales it was 1,966 patients (1,643 males, 323 females). The average age for Zimbabwean patients was 36 years, with standard deviation of 9.7; for England and Wales the average age was 29.7 with standard deviation of 9.6. There was significant difference in marital status in the two countries. Seventy-eight per cent of patients were single in England and Wales, compared with 49% in Zimbabwe. There were 20% illiterate patients in Zimbabwe, compared with 4% in England and Wales. Thirty-seven per cent of the patients in England and Wales had a diagnosis of personality disorder, compared with 6% in Zimbabwe. There were 53% of homicides in Zimbabwe, compared with 20% in England and Wales. Employment in the two countries was similar: 34% in Zimbabwe and 33% in England and Wales. There were differences in the socio-demographic characteristics in the two countries, except for employment status. Differences were also noticed in the diagnoses of the patients, types of crime and the methods of assault.

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22

Vikhrieva, I. V. "THE ROLE OF “FEMALE LITERATURE” IN THE WORKS OF ENGLISH-SPEAKING ZIMBABWEAN WRITERS." Bulletin of Udmurt University. Series History and Philology 31, no. 2 (May 11, 2021): 382–91. http://dx.doi.org/10.35634/2412-9534-2021-31-2-382-391.

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The article introduces the study of “female literature” in Zimbabwe’s English language literary creative writing, which has undergone accelerated development. In the material presented, the methods of language selection and plot-compositional organization of literary text, the main categories of textuality are examined. The specialization of literature is shown, as an indicator of its growth. The author compares the traditional attitude towards women in African society, which is characterized by inequality, and the appearance in the XX-XXI centuries women writers, signifying a revolutionary change in their socio-cultural role. A typical problematic of works created in different historical periods is revealed. A comparison on the creativity of women writers of three generations is made, an interpretation of problems related to women's destinies is given, tendencies in the formation, disclosure, and establishment of new roles of women in society are revealed. The typology of plots is shown from the point of view of subject matter and completeness of the text. Particular attention is paid to the complexity of semantic structures of the text of small and large genres; its cognitive potential, adherence to the regional English language standard is revealed.

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23

Nyambi, Oliver. "“No more plastic balls”: Symbolic childhoods in Zimbabwean short stories of the crisis." Journal of Commonwealth Literature 53, no. 3 (November 21, 2016): 463–80. http://dx.doi.org/10.1177/0021989416677588.

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Post-2000 Zimbabwean literature in English demonstrates an unprecedented fascination with the child narrator. While there is some precedence for the use of child narrators or narratives that focus on child experiences to grapple with sociopolitical issues, the wide extent to which this style has been used post-2000 is unparalleled. The post-2000 socioeconomic crisis in Zimbabwe has clear victims; however, owing to the intensely polarized perspectives on its origins and nature, the identity of the victimizers is not so clear and is in fact hotly contested and politicized. As typical and “known” victims, their victimization can furtively reveal and reflect on their victimizers and in the process subtly expose them for knowing. This form of “knowing” transcends a mere discernment of the victimizers’ physical identities; it goes to the heart of their motives, apparent and subterranean political objectives, and means of attaining them. Victim child characters are often used symbolically to represent the weak and vulnerable members of society who are exploited as political fodder by the powerful. The symbolic children are seen to be caught in between the political goals and strategies of the powerful, and their victimization reveals overt and covert markings of their political abuse. This makes child-narrated or child-centred narratives possible sites to encounter the nexus between children’s victimization and the underhand methods of creating and sustaining political hegemony. This article explores this connection, particularly focusing on the aesthetic subtlety with which child-centred or child-focused narratives proffer a counter-discursive discourse which unsettles the dominant narratives presently given of victims and victimizers in a post-2000 Zimbabwean context.

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24

Laurine, Chikoko. "Financial inclusion by Zimbabwean commercial banks in a liquidity constrained environment." Journal of Economics and International Finance 4, no. 10 (October 31, 2012): 252–59. http://dx.doi.org/10.5897/jeif12.075.

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Collis, Garikai Machoko. "The dynamic nature of non- traditional unconventional polyandry: A Zimbabwean perspective." International Journal of Sociology and Anthropology 9, no. 8 (August 31, 2017): 82–102. http://dx.doi.org/10.5897/ijsa2016.0707.

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26

Jane, M. Misihairabgwi, Kock Lodewyk, Pretorious Elma, Pohl Carlien, and Zvauya Remigio. "Characterisation of yeasts isolated from traditional opaque beer beverages brewed in Zimbabwean households." African Journal of Microbiology Research 9, no. 8 (February 20, 2015): 549–56. http://dx.doi.org/10.5897/ajmr2014.7218.

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Nhemachena, Nancy, and Erick Nyoni. "Optimising multimodality in the teaching of Literature in English at Advanced Level in Zimbabwean schools." Journal of African Education 2, no. 2 (August 16, 2021): 157–80. http://dx.doi.org/10.31920/2633-2930/2021/v2n2a7.

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Svongoro, Paul. "The impact of additions in Shona and English consecutively-interpreted rape trials in Zimbabwean courtrooms." Per Linguam 31, no. 1 (May 23, 2015): 105. http://dx.doi.org/10.5785/31-1-635.

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Dube, Nhlanhla. "Mobility in Contemporary Zimbabwean Literature in English: Crossing Border, Transcending Boundaries by Magdalena Pfalzgraf (review)." Research in African Literatures 53, no. 4 (January 2023): 175–77. http://dx.doi.org/10.2979/reseafrilite.53.4.13.

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Dube, Nhlanhla. "Mobility in Contemporary Zimbabwean Literature in English: Crossing Border, Transcending Boundaries by Magdalena Pfalzgraf (review)." Research in African Literatures 53, no. 4 (January 2023): 175–77. http://dx.doi.org/10.2979/ral.2023.a905369.

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Labra Cenitagoya, Ana Isabel, and Maya G. Vinuesa. "Miroirs tendus entre nord et sud : la traduction de Harare North de Brian Chikwava en français et en espagnol." Hermēneus. Revista de traducción e interpretación, no. 19 (December 14, 2017): 448. http://dx.doi.org/10.24197/her.19.2017.448-469.

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Cet article cherche à analyser la traduction du roman Harare North en français ainsi qu’à réfléchir sur les défis que devrait affronter la version espagnole si elle venait à être réalisée. Pour ce faire, tout d’abord, les auteures repèrent dans le texte source la polyphonie de variétés fictives de la langue anglaise représentée à travers les parlers du protagoniste et du reste des personnages — Zimbabwean Pidgin English, broken English, langue normative parlée dans les institutions britanniques et anglais caribéen parlé à Brixton —. Puis, elles analysent les équivalences de ces registres dans le texte cible français et dans un possible texte cible espagnol. Le résultat de cette analyse permet finalement de déterminer le degré d’étrangéité de la version française, qui répondrait à ce que Ricoeur qualifie de « traduction éthique », ainsi que de proposer une traduction en espagnol avec un degré d’étrangéité plus élevé, cohérent avec l’hétéroglossie du texte source.

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Witness, Roya, and Ngcobo Sandiso. "The Gendered Contribution of Neria to the Repertoire of African Filmmaking." International Journal of Social Science Research and Review 6, no. 10 (October 6, 2023): 481–93. http://dx.doi.org/10.47814/ijssrr.v6i10.1710.

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In an epoch-changing moment in Zimbabwean film history, Neria was produced by Media for Development (MFD) in 1991. It was the first locally produced film to portray relatively strong black women as shown by the titular character who resolutely fights her greedy in-law for her late husband’s estate. Neria remains Zimbabwe’s most popular film and has elicited analyses in books, films and reviews among other commentaries. Though they note empowerment of women in the film, most of these studies tend to pit women against men yet male and female characters support Neria’s cause. Hence, the purpose of this paper is to analyze the contribution made by the Neria film in promoting gender equality in an African cultural context. Womanism which asserts that abuse of women is an aberration from African culture provided theoretical grounding to the paper. Research questions that guided the study are: (i) What is the representation of male and female relationships in Neria? (ii) To what extent does this reflect Zimbabwean society? (iii) What are the factors that influence this portrayal? The research methodology adopted for this study is qualitative and purposeful sampling since it involves visual analysis of the film that is reported in words. Research findings are discussed thematically using eight themes that emerged from collected visual data that is presented qualitatively. The findings revealed that Neria exposes gender inequality in Shona traditional culture and calls for its integration with western culture albeit at times it seems too moralistic. Apparently due to the film’s external funding, it fails to link moral decadence to materialism brought by western cultures. This paper recommends concerted efforts from the government, individuals and organizations in training film personnel and funding films without undue interference. Moreover, films like Neria ought to increase the usage of indigenous languages such as Shona and Ndebele with English subtitles especially in emotional scenes for them to be more comprehensible.

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33

Macleans, Mzumara. "Application of the theories that explain the causes of civil conflicts in Zimbabwean conflicts." African Journal of Political Science and International Relations 6, no. 7 (November 30, 2012): 142–54. http://dx.doi.org/10.5897/ajpsir11.119.

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Chantell, Gouws, Tafireyi Cecil, Millard Lourens, and Breukelman Gerrit. "Challenges in promoting physical education and sport activities in Zimbabwean primary and secondary schools." Journal of Physical Education and Sport Management 11, no. 1 (June 30, 2020): 1–4. http://dx.doi.org/10.5897/jpesm2019.0331.

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35

Machibaya, Etwin, and Gamuchirai Tsitsi Ndamba. "Breaking the glass ceiling: A study of single academic women in one Zimbabwean university." Journal of African Studies and Development 15, no. 1 (January 31, 2023): 14–22. http://dx.doi.org/10.5897/jasd2022.0667.

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36

Nkwe, Tsakane, and Thadeus Marungudzi. "Teachers’ perspectives on the use of English as the medium of instruction in Zimbabwean secondary schools." South African Journal of African Languages 35, no. 1 (January 2, 2015): 43–55. http://dx.doi.org/10.1080/02572117.2015.1056463.

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37

Ndhlovu, Ketiwe, and Rudolph Botha. "Euphemism vs explicitness: A corpus-based analysis of translated taboo words from English to Zimbabwean Ndebele." South African Journal of African Languages 37, no. 2 (July 3, 2017): 235–43. http://dx.doi.org/10.1080/02572117.2017.1378278.

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Cabinet, C. Musuna-Garwe, Mudyawabikwa Bellington, Dimbi Susan, and Garwe Dahlia. "Evaluation of Zimbabwean tobacco varieties for potential as a source of tobacco seed oil (TSO)." African Journal of Agricultural Research 19, no. 6 (June 30, 2023): 654–61. http://dx.doi.org/10.5897/ajar2023.16323.

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39

Mufanechiya, Tafara, and Albert Mufanechiya. "The Implementation of ‘A’ Level English Language and Communication Skills in Zimbabwean Secondary Schools: The Relevance Issue." Greener Journal of Educational Research 3, no. 7 (September 20, 2013): 332–35. http://dx.doi.org/10.15580/gjer.2013.7.072313744.

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40

N., Eunitah Viriri, and Viriri Maradze. "The teaching Of Unhu/Ubuntu through Shona novels in Zimbabwean secondary schools: A case for Masvingo urban district." Journal of African Studies and Development 10, no. 8 (October 31, 2018): 101–14. http://dx.doi.org/10.5897/jasd2018.0508.

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41

Crisford, Chogugudza (Ph D. ). "African diaspora experience of transnationalism, social networks and identity: The case of Zimbabwean social workers in the United Kingdom." Journal of African Studies and Development 14, no. 2 (April 30, 2022): 27–34. http://dx.doi.org/10.5897/jasd2021.0618.

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42

Warbrick, Colin. "Judicial Jurisdiction and Abuse of Process." International and Comparative Law Quarterly 49, no. 2 (April 2000): 489–96. http://dx.doi.org/10.1017/s0020589300064265.

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Abstract:

British cases used to be widely relied upon to show that courts were entitled to hear criminal proceedings against defendants brought before them without having to enquire into the process by which custody over them had been obtained: and specifically, that there was no bar to proceeding where the allegation was made that custody had been obtained in breach of international law.1 The consistency of the doctrine was breached by Mackeson2 when the English court refused to hear the case against a defendant who, it accepted, had been brought to England by a collusive process between the English and Zimbabwean authorities, which arguably breached both national laws, even if it did not involve a breach of international law. While the previous orthodoxy soon reasserted itself in Driver,3 the edifice of authority was substantially undermined in Bennett4 when the House of Lords acceded to the claim of the applicant that proceedings against him would be an abuse of process, given the circumstances in which his presence in the United Kingdom had been achieved. Outside the United Kingdom, the practice in other States continued in different directions, sometimes confirming the old position of male captus, bene detentus,5 sometimes the reverse.6

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Z., Dhlamini, and Sithole-Niang I. "Random amplified polymorphic DNA (RAPD) based assessment of genetic relationships among some Zimbabwean sorghum landraces with different seed proanthocyanidin levels." African Journal of Biotechnology 13, no. 19 (May 7, 2014): 1943–51. http://dx.doi.org/10.5897/ajb2014.13664.

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44

Chibuwe, Albert, and Abioudun Salawu. "Training for English language or indigenous language media journalism: A decolonial critique of Zimbabwean journalism and media training institutions’ training practices." Journal of African Media Studies 12, no. 2 (June 1, 2020): 137–56. http://dx.doi.org/10.1386/jams_00016_1.

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There is growing academic scholarship on indigenous language media in Africa. The scholarship has mostly tended to focus on the content and political economy of indigenous language newspapers. The scholarship also suggests that much needs to be done in inculcating indigenous languages and indigenous language journalism in journalism education. Grounded in decoloniality, this article explores journalism training practices in selected institutions of higher learning in Zimbabwe. The intention is to unravel the absence or existence of training for indigenous journalism and perceptions of lecturers and attitudes of students towards indigenous language media and journalism. The article also seeks to establish whether there are any attempts to de-westernize journalism, media and communication studies. Methodologically, in-depth interviews were used to gather data from lecturers and students of journalism and media studies at colleges and universities in Zimbabwe. Findings show that the colleges surveyed do not offer any indigenous media journalism-specific modules or subjects. The lecturers, who include programme designers in some cases, have a low regard for indigenous language media. This, the article concludes, will have a knock-on effect on journalism students’ and journalists’ misgivings towards a career in indigenous language media.

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Chipfakacha, Vitalis Goodwell. "An analytical assessment of brick moulding processes and its impact on local ecosystems, biodiversity, environment and human health in a rural Zimbabwean village." African Journal of Environmental Science and Technology 16, no. 11 (November 30, 2022): 373–84. http://dx.doi.org/10.5897/ajest2022.3118.

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MOYO, THAMSANQA, FAITH SIBANDA, and MICHAEL MAZURU. "Angles of Telling and Angles on Reality. Representations of the Gukurahundi Period in Selected Zimbabwean Fiction in Shona, Ndebele, and English." Matatu 41, no. 1 (2013): 35–50. http://dx.doi.org/10.1163/9789401209151_004.

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Lebdai, Benaouda. "Zimbabwean Transitions. Essays on Zimbabwean Literature in English, Ndebele and Shona. Edited by Mbongeni Z. Mabala & Geoffrey V. Davis. Amsterdam, New York : Rodopi, 2007, 244 p. (= Matatu, n°34) – ISBN 978-90-420-2376-5." Études littéraires africaines, no. 26 (2008): 119. http://dx.doi.org/10.7202/1035151ar.

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Magosvongwe, Ruby, and Abner Nyamende. "This is our land: Land and identity in selected Zimbabwean black- and white-authored fictional narratives in English published between 2000 and 2010." South African Journal of African Languages 35, no. 2 (July 3, 2015): 237–48. http://dx.doi.org/10.1080/02572117.2015.1113015.

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Ngonidzashe, Mangoma, and Dhlamini Zephaniah. "Use of the polymerase chain reaction-restriction fragment length polymorphism (PCR-RFLP) technique to analyse the Anthocyanidin Synthase (ANS) gene Locus in Zimbabwean sorghum landraces with different seed proanthocyanidin profiles." International Journal of Biotechnology and Molecular Biology Research 5, no. 5 (August 31, 2014): 48–58. http://dx.doi.org/10.5897/ijbmbr2014.0193.

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50

Nyoni, Erick. "A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design." Journal of African Education 2, no. 1 (April 30, 2021): 149–77. http://dx.doi.org/10.31920/2633-2930/2021/v2n1a7.

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