September 5, 2025Yesterday and TodayOpen Access

Reading the African School Curriculum as an Historical Text: Educational Contexts, Policies and Practices in Zimbabwe

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This research examines educational policies and practices, revealing curriculum challenges post-colonialism.

The study reveals that Zimbabwe's school curriculum has evolved from colonial times to the present, reflecting changing educational goals.
Historical analysis shows that curriculum content and methods were designed primarily for the European minority, limiting African educational equity.
Using a Kliebardian historical approach, the research uncovers the complexities and challenges faced by the post-colonial curriculum in Zimbabwe.
The findings highlight issues like policy inconsistencies and insufficient funding, emphasizing the need for educational reform in Zimbabwe.

Chigwida et al. (2025) studied this question.

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