https://cris.library.msu.ac.zw//handle/11408/269 Wed, 08 Apr 2026 21:06:53 GMT 2026-04-08T21:06:53Z https://cris.library.msu.ac.zw//handle/11408/6174 Title: Demystifying education for the development of underdevelopment: A critical expose’ of Paulo Freire (1990)’s Pedagogy of the Oppressed Authors: Tenson Tawanda Mugodzwa; Modester D. Ngwerume Abstract: This paper interrogates Paulo Reglus Neves Freire (1921-1997) book, Pedagogy of the Oppressed in relation to the current Zimbabwean education system. The authors believe that the education system is still rooted in the colonial education system, four decades after attaining independence. Although concepts such as Education 5.0, together with the new curriculum have been implemented in the education sector, the subjects’ content do not subscribe to the idea of industrialisation, research and innovation thus maintaining in the students, the colonial culture of domination, subordination and subjugation. Freire considers the education system as an instrument for social transformation, that can promote revolutionary social change, a situation urgently needed in the current Zimbabwean education system. Pedagogy of the Oppressed can be regarded as a struggle against mental colonisation and social annihilation and a positive path towards mental emancipation and total empowerment. The aim of this paper is to analyse the extent to which the new Zimbabwean curriculum is being used as a tool to emancipate students as the education sector embraces the concept of Education 5.0 with a special focus on the high school history subject. The study adopted a qualitative approach located within the contours of interpretivism to analyse Freire’s ideas on education of the oppressed masses. The study found that the current education system still entraps students in the colonial thinking of completing studies and �inding employment rather than creating employment. Sat, 01 Jan 2022 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6174 2022-01-01T00:00:00Z Tenson Tawanda Mugodzwa Modester D. Ngwerume https://cris.library.msu.ac.zw//handle/11408/6165 Title: Cybersexual harassment in a state university in Zimbabwe: Voices of female students Authors: Daniel Mawere Abstract: Social media has become a very popular means of communication between and among people as Internet use has increased globally. This means of communication has led to an upsurge in negative online behaviours such as cyber sexual harassment. Cybersexual harassment as a negative online behaviour adversely impacts university students’ well-being and interferes with their ability to learn. Whilst there has been intensive research on online sexual harassment, there is a paucity of empirical examination of cyber sexual harassment especially among female university students. Addressing cyber sexual harassment in universities is important and makes the object of this research. This case study research, therefore, investigated female undergraduate students’ experiences of cyber sexual harassment. This is a study in which the voices of cyber sexual harassment victims were captured through interviewing undergraduate female student participants. Qualitative data was collected from in-depth interviews with purposely selected undergraduate female student participants. Twenty undergraduate female students of the 2022 academic year at a selected university were purposively sampled for the study. Cybersexual harassment experiences of participants emerging from the qualitative interview exercise were: receiving explicit images and videos; being requested for sex and nude pictures by perpetrators and being subjected to sexually explicit hate speeches. In view of these findings, the recommendations of the study are that: awareness programmes should be mounted in the university to inform students about the dangers of cybersexual harassment; there is a need to educate students about their rights and dangers obtaining in cyberspace; anti-cyber sexual harassment programmes tailored for university students may be a step in the right direction; the need to encourage conversation about cybersexual harassment within the university community cannot be overemphasized. Fri, 12 May 2023 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6165 2023-05-12T00:00:00Z Daniel Mawere https://cris.library.msu.ac.zw//handle/11408/6164 Title: The prevalence of sexual harassment in institutions of higher learning in Zimbabwe in the twenty-first century: Perceptions from students and lecturers in Zimbabwe State Universities Authors: Mugodzwa, Tenson T.; Ngwerume, Modester Dadirai Abstract: Sexual harassment cases are on the increase in Zimbabwean institutions of higher learning. However, very few of them are officially recorded, reported, or made public. Sexual harassment as a gender issue, is of paramount importance as it has to do with human rights, individual dignity, and psychological stability. Yet oral reflections from students indicate the soaring prevalence of sexual harassment and non-attention to the cases or rehabilitation of affected victims. This scenario requires attention, massive research, and strategies to mitigate the prevalence of sexual harassment in institutions of higher learning in order to produce all-round, robust, creative, innovative, and technologically motivated industrial graduates. This paper is of the contention that sexual harassment cases are not only prevalent but are on the increase in Zimbabwean institutions of higher learning, albeit with most of them going unreported or being swept under the carpet so as to protect the integrity, public scrutiny, and image of the institutions involved. The paper argues that male and female students, as well as lecturers, are mostly perpetrators, victims, or both of sexual harassment. The paper maintains that sexual harassment as a gender issue, is rooted in the feminist theory of gender inequality. This study is grounded in the radical and socialist feminist theories of gender inequality. The study comprised 114 students, 4 Executive Deans of students, 4 Counsellors, and 20 lecturers. The research method used was both qualitative and quantitative. The research findings revealed that sexual harassment is prevalent in Zimbabwean institutions of higher learning and that very few cases are formally reported, recorded, and made public. The study recommends that institutions of higher learning need to put in place and implement sexual harassment policies. Reporting structures must be communicated to all stakeholders and punitive measures, guidance, and counseling be availed to reduce sexual harassment issues. Sun, 01 Jan 2023 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6164 2023-01-01T00:00:00Z Mugodzwa, Tenson T. Ngwerume, Modester Dadirai https://cris.library.msu.ac.zw//handle/11408/6163 Title: Gender and development approach to reducing gender-based violence Authors: Irene Muzvidziwa Abstract: This paper examines the main causes of gender-based violence (GBV) in tertiary institutions and find ways of reducing the phenomenon in these institutions. The context of higher learning, in which women are under-represented in positions of authority and lectureship, and the structural inequalities, increase gender-based violence in tertiary institutions. Unequal power relations, and the cultural values, that operate on a patriarchal system are the primary cause of inequality leading to gender-based violence even in institutions of higher learning. In a patriarchal society, women are perceived as perpetual minors who cannot take independent decisions. That alone promotes male superiority. Gender equality cannot be achieved without considering the issue of equity. The absence of Hunhu/Ubuntu, results in undesirable outcomes such as sexual harassment in schools, colleges and universities. True Ubuntu recognises differences, and hence, always strives to strike consensus. Ubuntu makes a fundamental contribution to indigenous ‘ways of knowing and being’ and is ‘based on the primary values of intense humanness, caring, sharing and respect. A holistic approach in promoting gender equity and equality will help combat gender-based violence in institutions of higher learning. Mainstreaming a gender perspective at all stages is important. Gender mainstreaming involves the integration of a gender perspective into the preparations, design, implementation, monitoring and evaluation of policies and programmes. The Gender and Development (GAD) approach to addressing issues of power relations is very critical. The GAD approach seeks to correct systems and mechanisms that produce gender inequality by focusing not only on women, but by assessing the social status of both women and men. The paper advocates for gender policies that are not just gender sensitive but gender responsive - policies that seek to promote zero tolerance of GBV. Sat, 01 Jan 2022 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6163 2022-01-01T00:00:00Z Irene Muzvidziwa