Deconstructing colonial and religious interventions in indigenous musical expression in Zimbabwe

This paper critically explores the interrelationship between colonialism, religion, cultural hegemony, and indigenous music within the Zimbabwean context. It examines how missionary-led colonial enterprises not only dismantled African religious systems but also disrupted indigenous musical and cultural traditions, promoting Western values as superior through religious indoctrination and education. Specifically, the analysis demonstrates that colonial and postcolonial institutions suppressed Zimbabwe’s traditional music and performance practices, leading to a marginalisation of cultural identity. Drawing on postcolonial and decolonial theoretical frameworks, the paper advocates for a reimagined music education curriculum that integrates indigenous knowledge systems with Western methodologies. It argues that rather than rejecting modernity, this integrative approach would promote cultural inclusivity, preserve intangible heritage, and affirm epistemic plurality in Zimbabwe’s educational and artistic spheres

Colonialism · Curriculum · Indigenous · Indoctrination · Musical · Traditional knowledge · African studies and sociopolitical issues · Diverse Music Education Insights · Diverse Musicological Studies