This article draws from my current research on the challenges that the concept ‘citizenship’ brings to postcolonial Africa. The article takes Zimbabwe as a case study with the view to interrogate how the decade-long crisis has been obfuscated by the elites' manipulation of the education system which has left it redundant for envisioning both postcolonial and world citizenship. First, this article seeks to outline the challenge of enunciating the crisis. Second, it outlines and discusses how the limits of postcolonial education (...) reforms and the demand for a patriotic citizenry have stemmed from the political ideologues' deployment of ‘patriotic history’ to mobilise citizens' allegiance to the party-state. Third, the article situates the citizenship education debate within the broader discourse of democratic citizenship and argues that the Zimbabwean crisis can be meaningfully addressed, among other measures, by taking citizenship education seriously and making schools and institutions of higher learning sites for democratic engagement. (shrink)

This article draws from my current research on the challenges that the concept ‘citizenship’ brings to postcolonial Africa. The article takes Zimbabwe as a case study with the view to interrogate how the decade‐long crisis has been obfuscated by the elites' manipulation of the education system which has left it redundant for envisioning both postcolonial and world citizenship. First, this article seeks to outline the challenge of enunciating the crisis. Second, it outlines and discusses how the limits of postcolonial education (...) reforms and the demand for a patriotic citizenry have stemmed from the political ideologues' deployment of ‘patriotic history’ to mobilise citizens' allegiance to the party‐state. Third, the article situates the citizenship education debate within the broader discourse of democratic citizenship and argues that the Zimbabwean crisis can be meaningfully addressed, among other measures, by taking citizenship education seriously and making schools and institutions of higher learning sites for democratic engagement. (shrink)

This paper interrogates the language that mediates sex and sexuality among the Shona of Zimbabwe. It draws from the method of ordinary language philosophy to argue that culture, and specifically language, can constitute an effective incubator for the emotions that result in rape. Further, the paper shows how the constructions of masculinity among the Shona render the female body a subject of male dominance. The paper contends that culture, through the stories that it tells about sex and the language it (...) uses to tell them, has a strong potential to initiate and sustain emotions and behavior that lead to rape. However, this predatory behaviour can be struggled against and contested by revisiting the language that society uses in the important domain of sex. (shrink)