The Dyke

About the Journal

The Dyke is a refereed journal that publishes original articles from the fields of Social Sciences, Business Sciences, Arts & Humanities and Education.

Announcements

The Dyke Call for Papers Vol 17 No. 1, 2023

2023-02-08

The Dyke Journal

Call Volume 17 (1) 2023

Read more about The Dyke Call for Papers Vol 17 No. 1, 2023

The Dyke Rebrands

2022-02-02

Current Issue

Vol. 16 No. 1 (2022): The Dyke

Published: 2022-12-11

Articles

Psychological and social impact of the coronavirus disease on girls in a marginalised Odzi community in Zimbabwe.

Memory Matsikure, Innocent Sifelani, Sifikile Songo, Maurice Kwembeya

pp. 1-19
- pdf
Experiences and coping strategies of school heads implementing Competence Based Curriculum: A case study of ten primary school heads in Chirumanzu Rural District, Zimbabwe

Shepherd Shoko

pp. 1-18
- pdf
Developing effective study sheets as a vehicle for learning in museums

Simbarashe Chitima

pp. 1-13
- pdf
Making sense of depression within the Shona culture: Perceptions of tertiary students in the Midlands Province of Zimbabwe

Songile Mhlanga, Ennie Manyumwa

pp. 1-27
- pdf
Mediation of the Black African identity through social media humour

Hugh Mangeya

pp. 1-23
- pdf
Adverse impacts on mental and physical health, work and economic burden during the coronavirus pandemic – farm workers

Ross Cooper

pp. 1-5
- pdf
Turning around university paralympics in Zimbabwe

Kaves Zvapano

pp. 1-28
- pdf
Perceptions towards sustainable conservation and wildlife resources in protected areas: The Tuli Circle, Zimbabwe

Robert Muzvondiwa

pp. 1-17
- pdf
Effects of the Covid-19 pandemic on international trade in the SADC region

Davidzo Hope Mapuvire, Victor Kudakwashe Mapuvire

pp. 1-20
- pdf
Gendered Constructions of school headship: The case of Chivi District of Masvingo Province, Zimbabwe

Clemence Dzingirai, Efiritha Chauraya

pp. 1-18
- pdf
Emerging online pedagogical needs of university lecturers in the wake of the Covid-19 pandemic: The voices from Zimbabwe

Godfrey Jakachira, Pfuurai Chimbunde

pp. 1-23
- pdf
Concerning mobilising transport for accessing maternal health care and how impactful strategies are in low resourced settings: A scoping review

Liberty Makacha, Reason Mlambo, Laurine Chikoko, Mellissa Matinez-Alvarez, Prestige Tatenda Makanga

pp. 1-32
- pdf
Direct or indirect teacher written corrective feedback: Zimbabwe junior secondary school English composition learners’ preferences beyond Covid-19 era

Hannah Mudenda, Stella Muchemwa

pp. 1-19
- pdf

View All Issues

The Dyke

About the Journal

Announcements

The Dyke Call for Papers Vol 17 No. 1, 2023

The Dyke Rebrands

Current Issue

Articles

Psychological and social impact of the coronavirus disease on girls in a marginalised Odzi community in Zimbabwe.

Experiences and coping strategies of school heads implementing Competence Based Curriculum: A case study of ten primary school heads in Chirumanzu Rural District, Zimbabwe

Developing effective study sheets as a vehicle for learning in museums

Making sense of depression within the Shona culture: Perceptions of tertiary students in the Midlands Province of Zimbabwe

Mediation of the Black African identity through social media humour

Adverse impacts on mental and physical health, work and economic burden during the coronavirus pandemic – farm workers

Turning around university paralympics in Zimbabwe

Perceptions towards sustainable conservation and wildlife resources in protected areas: The Tuli Circle, Zimbabwe

Effects of the Covid-19 pandemic on international trade in the SADC region

Gendered Constructions of school headship: The case of Chivi District of Masvingo Province, Zimbabwe

Emerging online pedagogical needs of university lecturers in the wake of the Covid-19 pandemic: The voices from Zimbabwe

Concerning mobilising transport for accessing maternal health care and how impactful strategies are in low resourced settings: A scoping review

Direct or indirect teacher written corrective feedback: Zimbabwe junior secondary school English composition learners’ preferences beyond Covid-19 era

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