Education of the peasantry in Zimbabwe as internal colonialism

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2 Citations (Scopus)

Abstract

This article utilizes internal colonial analyses to explore and understand the difficult educational conditions students from peasantry background experience in Zimbabwe’s universities. The article proposes that the subordinate position and related educational experiences of peasantry students since the year 2000 are exploitative and to the advantage of the elite to such an extent that peasants are an internal colony. The analysis is informed by critical anti-colonial perspectives that observe the hegemonic tendencies of global and local capital in collusion with dictatorial elite nationalists. By use of a critical interpretive case study of purposefully sampled students and other relevant members of the university community from one public university, disturbing student experiences were excavated. Student narratives and experiences were analyzed using the constant comparative method and led to the conclusion that there is internal colonialism in Zimbabwe where an alliance of the state and the local and global corporate world are colluding to maintain their economic and political dominance. The article challenges those in education and academics that there is need for the decolonization of education by first identifying contemporary hegemonic forces and recognizing students from the peasantry as victims of the emerging kleptocratic capitalism.

Original languageEnglish
JournalSAGE Open
Volume4
Issue number2
DOIs
Publication statusPublished - Jan 1 2014
Externally publishedYes

Keywords

  • Anti/colonialism
  • Education
  • Elite nationalist dictatorship
  • Global/local capitalism
  • Internal colonialism
  • Peasants

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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