An Analysis of inequalities and oppression used through the education system in pre-independent Zimbabwe

Abstract

Through an exploration and analysis of the inequalities and oppressive mechanisms that existed in pre-colonial education in Zimbabwe, this paper is inclined to the analysis of the policies and legislatives that were employed by whites in their drive to restrict black emancipation. With the background of the policies that guided the education system it was clear that the white community in every possible nature were geared to removal of all interracial interactions. Though in a seemingly supporting framework, the colonial government and missionaries were advocating for policies such as Education For All (E.F.A) while in reality the major motive was fostering Christianity through missionaries, civilization through basic education and instruction through the educational curriculum. To give a direct address of the concern of educational inequalities, application of qualitative methodological approaches were employed in the research. The findings from the research present that the inequalities that existed during the colonial period have similar presented effects as the ones in the current education system. Acknowledgement on the change of curriculum is applauded yet the existence of school groupings as group A, B or C continues to be in existence as well different Examination Boards for the schools classification. The environment that allows emancipation through job opportunities continues to favor the elite African while in the colonial period it was biased towards the white community. In today’s system, it is oppression and segregation through fellow brethren. The conclusion that one must draw is that given the background of the research on colonial educational inequalities continuous review of policies are recommended as the system continues to restrict practical impartation of acquired knowledge and supporting pillars for employment mechanisms