Pfuurai Chimbunde
Biographic Data
| ID | 2824197 |
|---|---|
| NAME | Pfuurai Chimbunde |
| GIVEN NAMES | Pfuurai |
| FAMILY NAME | Chimbunde |
| SIGNATURE | CHIMBUNDE P |
| AFFILIATIONS | University of the Free State |
| ORCID | 0000-0002-3423-2163 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Leadership in decolonising education
Decolonisation of education has been a topical debate globally. Previous research largely concentrated on the challenges of decolonising education, while leadership as a change mechanism remains fragmented and under-synthesised. Framed from the decolonial lens, this qualitative review adopts a narrative approach with some elements of PRISMA to map the complexities of implementing decolonisation initiatives by university leaders and then explores …
Access to education amid internal displacements in Zimbabwe
Introduction The impact of internal displacement on school children during disasters and conflicts remains a global concern. Despite the seriousness of the challenges posed by internal displacements on education, there is a lack of recent systematic reviews on the lived experiences and realities of displaced school children in Zimbabwe. Methods Guided by the PRISMA protocols, this scoping review evaluated empirical research from Web of Science, S…
Navigating Colonial Legacies in Universities
Notwithstanding the cruciality of the decolonisation project in decentring African perspectives and experiences in education, very few studies have explored the extent to which the Fallist Movements in South Africa have presented foundational pathways for academic staff to negate colonial legacies and recentre African thought systems. Through a systematic literature review of research from the public domain, this study couched within the decoloni…
Narrowing history curriculum implementation gaps in Southern African countries
Despite the availability of well-crafted school history curricula in Southern African countries, policy-practice dissonance remains evident, suggesting some factors continue to widen implementation gaps. Employing policy documents and extant literature, this conceptual paper engages Bourdieu’s conceptual triad of practice – capital, habitus, and field – to make a case that employing dominant languages by teachers in history classrooms cultivates …
Higher education and the Western cannon of thoughts
Notwithstanding the frantic efforts by Southern African universities to decolonise education, evidence persists to show that their education systems are predominantly shaped by Western epistemologies, obscuring our understanding on whether these institutions are cursed by coloniality to perpetuate colonial legacies. Through a comprehensive literature review and theoretical analysis, the paper, anchored on the decolonial theory, explores whether t…
Towards a Decolonised University in South Africa
Research on the decolonisation of the higher education sector in South Africa continues to mount, though what remains underexplored is an evaluation of the efforts made towards establishing a decolonised university in its triple functions: teaching-learning, research and community engagement. Using literature from the public domain and document analysis, the qualitative study employs the South African context to analyse the efforts done so far to…
Teaching History for Global Citizenship Education (GCED)
Although the Global Citizenship Education framework (GCED) has been promoted for implementation in schools worldwide, operationalisation and contextualisation face numerous challenges. Developing a shared and clear definition of GCED can facilitate its realisation and adaptation in schools. This systematic literature review examined the teaching of History for GCED in secondary schools. The review used a systematic approach to gather data, which …
Rethinking the Value of Education amid the Economic Crisis
Even though many nations invest heavily in education to boost economic growth and development, evidence continues to show that university graduates struggle to find employment and eke out a living, obscuring our understanding of the true value of education. Comprehending the experiences of university graduates can assist in determining the support needed for their personal and economic growth. However, research in Zimbabwe on the experiences of g…
Threading through the needle of digital education in Sub-Saharan Africa
Adopting the fourth industrial revolution (4IR) in education has generated mixed worries, particularly concerning the perceived challenges faced by students, lecturers, and institutions.In this article, we report the findings of a study investigating the lecturers' concerns about adopting the 4IR in education and what institutions may undertake if it is to be successful.The study, designed as a qualitative descriptive survey, was framed from Full…
Reconfiguring History Teachers’ Assessment Practices in the Context of ChatGPT
Despite extensive research on the concerns with the use of ChatGPT that evolve around cheating, academic integrity, and plagiarism, very little is known on the assessment practices in school history, obscuring our understanding on how history teachers can assess students amid ChatGPT driven challenges. This conceptual paper discusses the challenges of ChatGPT in assessing history students and how history teachers’ assessment practices can be reco…
Decolonising or glocalising Zimbabwe school history curriculum reform
Whose PhD is it? A Case of Supervision in Higher Education in South Africa
“Whose PhD is it?” This question arises from more than two fronts: the contribution each makes, the intellectual property rights, and the moral ownership of the product. There is a dearth of such literature, the available one concentrates mainly on the administration and intellectual property rights, disregarding the gruesome activities that take place from the start to the completion of the degree itself. The purpose of this study is to answer t…
Unsettling Dominant Narratives in Knowledge Production Through Decolonial Resilience
Despite common knowledge that higher education in Zimbabwe has erased indigenous knowledge production and is grappling with the legacy of colonialism, like much of Africa, very few studies, if any, have reflected on and discussed how lecturers can dismantle the coloniality of knowledge production through decolonial resilience. This conceptual article uses the case of Zimbabwe and deploys the decolonial lens to interrogate how higher education lec…
Post-colonial educational reforms in Zimbabwe
While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative study used Zimbabwe as a case to explore the progress made in the decolonisation of the education sys…
Deconstruction of higher education curriculum in Zimbabwe
Countries in Africa, which experienced colonization, are comparatively less industrialised with other parts of the World, notwithstanding having fortified mass university education during the post-independence era. These countries had inherited an education system that was defective because it created a worker rather than a graduate who could manufacture goods and services for the benefit of oneself and the community in which one was domicile. Th…
Gender Deconstruction on the Margins
Gender inequality in sub-Saharan Africa has historically been pronounced in all spheres of life. To plug that, educationists have tried to engage with local contexts to bring girls into the education system. In light of this worrisome trend, this paper assessed the extent to which policies and measures framed and circulated by the South African government in the post-independence era have addressed gender imbalances in the education sector in lin…
Funding the online teaching and learning in developing countries
Opportunities for tackling sexual harassment in Zimbabwe
This article employs content analysis to explore lessons that can be drawn from the Global North to confront sexual harassment in higher education (HE) in Africa and Zimbabwe in particular. The slow progress in both the formulation and implementation of policies directed at mitigating sexual harassment in Zimbabwe’s tertiary institutions is a slow and worrisome journey despite a well-crafted roadmap. This article, using appreciative inquiry (AI) …
The Kaleidoscopic perspective on the privatisation of education in Zimbabwe
This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discer…
The Decolonisation of African Languages
In this article, we draw inspiration from the learners’ movement witnessed at the University of Cape Town in 2015, which raised concerns similar to those raised at the Malaysia Conference in 2011 and at University College London in 2014. These concerns focused on the quest for non-Eurocentric paradigms in education. This article evaluates the progress made thus far to decolonise the use of African languages to fight linguicide. Thus, the article …
The Emergency of Satellite Schools and Access to Education in Zimbabwe
While the Land Reform Programme (LRP) in 2000 and beyond was camouflaged as a distributive justice schema aimed to better the socio-economic status of the Indigenous people in Zimbabwe, it precipitated educational injustices for students arising from the creation of an education landscape marked by inequitable access to education. The study, undertaken after 20 years since the inception of the LRP, sought to check the progress made thus far by th…
Post-colonial educational reforms in Zimbabwe
While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative study used Zimbabwe as a case to explore the progress made in the decolonisation of the education sys…
The Kaleidoscopic perspective on the privatisation of education in Zimbabwe
This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discer…
Decolonising or glocalising Zimbabwe school history curriculum reform
The Emergency of Satellite Schools and Access to Education in Zimbabwe
While the Land Reform Programme (LRP) in 2000 and beyond was camouflaged as a distributive justice schema aimed to better the socio-economic status of the Indigenous people in Zimbabwe, it precipitated educational injustices for students arising from the creation of an education landscape marked by inequitable access to education. The study, undertaken after 20 years since the inception of the LRP, sought to check the progress made thus far by th…
The Decolonisation of African Languages
In this article, we draw inspiration from the learners’ movement witnessed at the University of Cape Town in 2015, which raised concerns similar to those raised at the Malaysia Conference in 2011 and at University College London in 2014. These concerns focused on the quest for non-Eurocentric paradigms in education. This article evaluates the progress made thus far to decolonise the use of African languages to fight linguicide. Thus, the article …
Gender Deconstruction on the Margins
Gender inequality in sub-Saharan Africa has historically been pronounced in all spheres of life. To plug that, educationists have tried to engage with local contexts to bring girls into the education system. In light of this worrisome trend, this paper assessed the extent to which policies and measures framed and circulated by the South African government in the post-independence era have addressed gender imbalances in the education sector in lin…
Funding the online teaching and learning in developing countries
Opportunities for tackling sexual harassment in Zimbabwe
This article employs content analysis to explore lessons that can be drawn from the Global North to confront sexual harassment in higher education (HE) in Africa and Zimbabwe in particular. The slow progress in both the formulation and implementation of policies directed at mitigating sexual harassment in Zimbabwe’s tertiary institutions is a slow and worrisome journey despite a well-crafted roadmap. This article, using appreciative inquiry (AI) …
The Kaleidoscopic perspective on the privatisation of education in Zimbabwe
This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discer…
Whose PhD is it? A Case of Supervision in Higher Education in South Africa
“Whose PhD is it?” This question arises from more than two fronts: the contribution each makes, the intellectual property rights, and the moral ownership of the product. There is a dearth of such literature, the available one concentrates mainly on the administration and intellectual property rights, disregarding the gruesome activities that take place from the start to the completion of the degree itself. The purpose of this study is to answer t…
Unsettling Dominant Narratives in Knowledge Production Through Decolonial Resilience
Despite common knowledge that higher education in Zimbabwe has erased indigenous knowledge production and is grappling with the legacy of colonialism, like much of Africa, very few studies, if any, have reflected on and discussed how lecturers can dismantle the coloniality of knowledge production through decolonial resilience. This conceptual article uses the case of Zimbabwe and deploys the decolonial lens to interrogate how higher education lec…
Post-colonial educational reforms in Zimbabwe
While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative study used Zimbabwe as a case to explore the progress made in the decolonisation of the education sys…
Deconstruction of higher education curriculum in Zimbabwe
Countries in Africa, which experienced colonization, are comparatively less industrialised with other parts of the World, notwithstanding having fortified mass university education during the post-independence era. These countries had inherited an education system that was defective because it created a worker rather than a graduate who could manufacture goods and services for the benefit of oneself and the community in which one was domicile. Th…
Teaching History for Global Citizenship Education (GCED)
Although the Global Citizenship Education framework (GCED) has been promoted for implementation in schools worldwide, operationalisation and contextualisation face numerous challenges. Developing a shared and clear definition of GCED can facilitate its realisation and adaptation in schools. This systematic literature review examined the teaching of History for GCED in secondary schools. The review used a systematic approach to gather data, which …
Rethinking the Value of Education amid the Economic Crisis
Even though many nations invest heavily in education to boost economic growth and development, evidence continues to show that university graduates struggle to find employment and eke out a living, obscuring our understanding of the true value of education. Comprehending the experiences of university graduates can assist in determining the support needed for their personal and economic growth. However, research in Zimbabwe on the experiences of g…
Threading through the needle of digital education in Sub-Saharan Africa
Adopting the fourth industrial revolution (4IR) in education has generated mixed worries, particularly concerning the perceived challenges faced by students, lecturers, and institutions.In this article, we report the findings of a study investigating the lecturers' concerns about adopting the 4IR in education and what institutions may undertake if it is to be successful.The study, designed as a qualitative descriptive survey, was framed from Full…
Reconfiguring History Teachers’ Assessment Practices in the Context of ChatGPT
Despite extensive research on the concerns with the use of ChatGPT that evolve around cheating, academic integrity, and plagiarism, very little is known on the assessment practices in school history, obscuring our understanding on how history teachers can assess students amid ChatGPT driven challenges. This conceptual paper discusses the challenges of ChatGPT in assessing history students and how history teachers’ assessment practices can be reco…
Decolonising or glocalising Zimbabwe school history curriculum reform
Leadership in decolonising education
Decolonisation of education has been a topical debate globally. Previous research largely concentrated on the challenges of decolonising education, while leadership as a change mechanism remains fragmented and under-synthesised. Framed from the decolonial lens, this qualitative review adopts a narrative approach with some elements of PRISMA to map the complexities of implementing decolonisation initiatives by university leaders and then explores …
Access to education amid internal displacements in Zimbabwe
Introduction The impact of internal displacement on school children during disasters and conflicts remains a global concern. Despite the seriousness of the challenges posed by internal displacements on education, there is a lack of recent systematic reviews on the lived experiences and realities of displaced school children in Zimbabwe. Methods Guided by the PRISMA protocols, this scoping review evaluated empirical research from Web of Science, S…
Navigating Colonial Legacies in Universities
Notwithstanding the cruciality of the decolonisation project in decentring African perspectives and experiences in education, very few studies have explored the extent to which the Fallist Movements in South Africa have presented foundational pathways for academic staff to negate colonial legacies and recentre African thought systems. Through a systematic literature review of research from the public domain, this study couched within the decoloni…
Narrowing history curriculum implementation gaps in Southern African countries
Despite the availability of well-crafted school history curricula in Southern African countries, policy-practice dissonance remains evident, suggesting some factors continue to widen implementation gaps. Employing policy documents and extant literature, this conceptual paper engages Bourdieu’s conceptual triad of practice – capital, habitus, and field – to make a case that employing dominant languages by teachers in history classrooms cultivates …
Higher education and the Western cannon of thoughts
Notwithstanding the frantic efforts by Southern African universities to decolonise education, evidence persists to show that their education systems are predominantly shaped by Western epistemologies, obscuring our understanding on whether these institutions are cursed by coloniality to perpetuate colonial legacies. Through a comprehensive literature review and theoretical analysis, the paper, anchored on the decolonial theory, explores whether t…
Towards a Decolonised University in South Africa
Research on the decolonisation of the higher education sector in South Africa continues to mount, though what remains underexplored is an evaluation of the efforts made towards establishing a decolonised university in its triple functions: teaching-learning, research and community engagement. Using literature from the public domain and document analysis, the qualitative study employs the South African context to analyse the efforts done so far to…
Political science (12 works) · Sociology (12 works) · Pedagogy (9 works) · African cultural and philosophical studies (8 works) · Colonialism (7 works) · Curriculum (7 works) · Economic growth (7 works) · Higher education (7 works) · Psychology (7 works) · African studies and sociopolitical issues (6 works)