https://cris.library.msu.ac.zw//handle/11408/4526 Fri, 17 Apr 2026 10:14:07 GMT 2026-04-17T10:14:07Z https://cris.library.msu.ac.zw//handle/11408/6801 Title: Effective Mentoring and Supervision for Best Practices: A Guide for Trainee Teachers on Work-Integrated Learning (WIL) in Zimbabwe Authors: Moyo, Annah; Goronga, Pedzisai; Zivave, Wilson; Mawere, Munyaradzi; Tandi, Costain Abstract: This volume offers a profound exploration of mentorship within Zimbabwe’s educational framework, emphasising the crucial phase of work-integrated learning. It assembles the insights of distinguished educators, researchers, and practitioners committed to enhancing teacher training through effective mentorship and supervision. Through thoughtfully crafted chapters, the book examines best practices in mentorship, underscoring the significance of robust teacher-student relationships, culturally responsive pedagogy, teamwork, and the synthesis of theoretical knowledge with practical application. Each chapter delves into essential elements of effective supervision, such as building trust, providing constructive feedback, and fostering an inclusive teaching-learning environment that honours diverse cultural contexts. The book provides valuable strategies to boost student engagement, enhance instructional effectiveness, and encourage reflective practice among emerging educators. Additionally, the volume presents innovative approaches for immersing trainee teachers in meaningful, hands-on experiences that connect classroom learning with real- world application. Featuring contributions from a diverse array of voices in the field, this book serves as an indispensable resource for teacher trainees, mentor teachers, educational leaders, and policymakers. Its goal is to equip those involved in teacher training with the skills necessary to cultivate the next generation of educators, thereby improving the quality of education throughout Zimbabwe. More than a guide, this volume is a clarion call for transformative mentorship that acknowledges the significant impact of effective supervision on the future of teaching and learning.'This volume offers a profound exploration of mentorship within Zimbabwe’s educational framework, emphasising the crucial phase of work-integrated learning. It assembles the insights of distinguished educators, researchers, and practitioners committed to enhancing teacher training through effective mentorship and supervision. Through thoughtfully crafted chapters, the book examines best practices in mentorship, underscoring the significance of robust teacher-student relationships, culturally responsive pedagogy, teamwork, and the synthesis of theoretical knowledge with practical application. Each chapter delves into essential elements of effective supervision, such as building trust, providing constructive feedback, and fostering an inclusive teaching-learning environment that honours diverse cultural contexts. The book provides valuable strategies to boost student engagement, enhance instructional effectiveness, and encourage reflective practice among emerging educators. Additionally, the volume presents innovative approaches for immersing trainee teachers in meaningful, hands-on experiences that connect classroom learning with real- world application. Featuring contributions from a diverse array of voices in the field, this book serves as an indispensable resource for teacher trainees, mentor teachers, educational leaders, and policymakers. Its goal is to equip those involved in teacher training with the skills necessary to cultivate the next generation of educators, thereby improving the quality of education throughout Zimbabwe. More than a guide, this volume is a clarion call for transformative mentorship that acknowledges the significant impact of effective supervision on the future of teaching and learning. Wed, 01 Jan 2025 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6801 2025-01-01T00:00:00Z Moyo, Annah Goronga, Pedzisai Zivave, Wilson Mawere, Munyaradzi Tandi, Costain https://cris.library.msu.ac.zw//handle/11408/6800 Title: Decolonising the Zimbabwean Secondary Education Curriculum: A Stakeholders’ Perspectives Authors: Tandi, Costain; Mawere, Munyaradzi; Moyo, Annah Abstract: Focusing on Zimbabwe’s secondary education system as the country introduces the Heritage-Based Curriculum (HBC), this book significantly contributes to the discourse on education transformation and decolonisation in Africa. It not only excels in dealing with the remnants of colonialism and excavating the decolonial overtures encapsulated in the HBC, but also attempts to shape further the direction of decolonisation in Africa, and Zimbabwe in particular. To achieve this, the book presents dialogical conversations between the curriculum and various education stakeholders regarding the incorporation of Indigenous knowledge within the Zimbabwean secondary educational framework. Deploying a qualitative research methodology, it pulls together insights through interviews, focus groups, and classroom observations to advance the argument on the need to decolonise the Zimbabwean secondary education curriculum. The conversations reveal a complex landscape of attitudes, with many stakeholders acknowledging the value of Indigenous perspectives in enriching the education landscape. However, significant challenges are noted, which include curriculum constraints, inadequate resources, insufficient training in Indigenous epistemologies, and decolonial methodologies. The book is aptly handy for students and scholars in the fields of Education Policy and Administration, Cultural Studies, Sociology of Education, History, Post-Colonial Studies, Indigenous Studies, and Curriculum Development. Wed, 01 Jan 2025 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6800 2025-01-01T00:00:00Z Tandi, Costain Mawere, Munyaradzi Moyo, Annah https://cris.library.msu.ac.zw//handle/11408/6789 Title: Musicking and Dancing Politics in Africa: Power, Activism, and Elections Editors: Gwerevende Solomon; Matsilele Trust; Maguraushe Wonder Abstract: Bringing together interdisciplinary scholars, this book explores how African musical traditions and dance act as political commentary and forms of resistance in Africa. The volume draws on Christopher Small's concept of "musicking" to explore the intersection between music, dance, and politics across the diverse cultural landscapes in Africa, particularly South Africa, Malawi, Nigeria, and Zimbabwe. Chapters cover case studies of how music and dance have been used as tools of political messaging and means of performing, visualizing and localizing activism, resistance, propaganda, and power in politics. It is structured into three main parts. The first part examines how music and dance serve as vessels for communal memory and heritage. Part two explores the role of music and dance as a tool to fight for democracy and justice. Part three highlights the role of dance and music in elections. This book is essential for scholars and students interested in music and dance as conceptual tools for studying politics as a cultural phenomenon in Africa. Wed, 01 Jan 2025 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6789 2025-01-01T00:00:00Z https://cris.library.msu.ac.zw//handle/11408/6783 Title: School Social Work in Sub-Saharan Africa: Issues, Challenges & Prospects Editors: Mupedziswa Rodreck; Muridzo Noel Garikai; Samuel Lisenga Simbine Abstract: This book comprises 10 chapters written by various academics from various institutions including the School of Social Work at Midlands State University, the Department of Social Work and Criminology at the University of Pretoria, the Department of Social Work at the University of Limpopo, the School of Psychosocial Health, Faculty of Health Sciences at North West University, Africa University, University of Witwatersrand, and School of Health & Society at the University of Wollongong. Some chapters were written by either serving or former practitioners in the field of social work and social development. The book explores various issues in the field of school social work, including conceptualizing. school social work, exploring issues, challenges, models of intervention, and prospects of school social work, with particular focus on sub-Saharan Africa. In this introductory chapter, the editors give an overview of school social work in sub-Saharan Africa as well as a broad-brush account of issues covered in the publication. Wed, 01 Jan 2025 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6783 2025-01-01T00:00:00Z