Chris Chimwayange
Biographic Data
| ID | 4098376 |
|---|---|
| NAME | Chris Chimwayange |
| GIVEN NAMES | Chris |
| FAMILY NAME | Chimwayange |
| SIGNATURE | CHIMWAYANGE C |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0002-6791-3395 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Unpacking the Concepts of ' Vene ' and ' Chinhu Chedu ' in the 'Second Republic' and Implications for Inclusive Politics and Development in Zimbabwe
This article explores the socially constructed concepts of ' Vene ' (owners) and ' chinhu chedu ' (our thing) in Zimbabwe's 'Second Republic', using postcolonial theory to assess their impact on inclusive politics and national development. Although portrayed as nationalist ideals, these notions reveal hidden hierarchies and tensions. The analysis frames them within discourses such as political economy, greed and grievance, power preservation, med…
Teacher action research and student voice: Making sense of learning in secondary school
The Making Sense of Learning project began with the premise that for teachers to understand the ways in which their practice influences student learning, they need to invite and listen to students’ accounts of their learning experiences. Initiated by classroom teachers, supported by a university researcher, and informed by student voice, this teacher action research involved the empirical-reflective (self-) study by teachers of their practice as …
Teacher action research and student voice: Making sense of learning in secondary school
The Making Sense of Learning project began with the premise that for teachers to understand the ways in which their practice influences student learning, they need to invite and listen to students’ accounts of their learning experiences. Initiated by classroom teachers, supported by a university researcher, and informed by student voice, this teacher action research involved the empirical-reflective (self-) study by teachers of their practice as …
Teacher action research and student voice: Making sense of learning in secondary school
The Making Sense of Learning project began with the premise that for teachers to understand the ways in which their practice influences student learning, they need to invite and listen to students’ accounts of their learning experiences. Initiated by classroom teachers, supported by a university researcher, and informed by student voice, this teacher action research involved the empirical-reflective (self-) study by teachers of their practice as …
Unpacking the Concepts of ' Vene ' and ' Chinhu Chedu ' in the 'Second Republic' and Implications for Inclusive Politics and Development in Zimbabwe
This article explores the socially constructed concepts of ' Vene ' (owners) and ' chinhu chedu ' (our thing) in Zimbabwe's 'Second Republic', using postcolonial theory to assess their impact on inclusive politics and national development. Although portrayed as nationalist ideals, these notions reveal hidden hierarchies and tensions. The analysis frames them within discourses such as political economy, greed and grievance, power preservation, med…
Sociology (2 works) · Action (physics (1 works) · Action research (1 works) · African history and culture analysis (1 works) · African history and culture studies (1 works) · African studies (1 works) · African studies and sociopolitical issues (1 works) · Children's Rights and Participation (1 works) · Dialog box (1 works) · Early Childhood Education and Development (1 works)