https://thedyke.msu.ac.zw/index.php/thedyke/issue/feed The Dyke 2023-11-08T09:07:30+00:00 Dr. U. Saidi editorinchief@thedyke.msu.ac.zw Open Journal Systems <p>The Dyke is an open-access refereed journal that publishes original articles from the fields of Social Sciences, Business Sciences, Arts &amp; Humanities, and Education.</p> https://thedyke.msu.ac.zw/index.php/thedyke/article/view/18 Covid-19: Impact on religion and spirituality in Zimbabwe 2022-08-02T13:29:05+00:00 Joseph Muwanzi muwanzij@staff.msu.ac.zw Peter Masvotore masvotorep@gmail.com <p>In an attempt to come up with an informed interpretation of Christian spirituality within the Corona Virus pandemic (Covid-19), this article addresses the following objectives; reflection on theodicy, why God allowed Covid-19 to happen, exposing how Christian community reacted to the phenomenon and assessing Christianity as a complementary medicine during the prevalence of the pandemic virus. Mixed method design of the qualitative and quantitative approach was adopted with a sample size constituting 14 participants. The primary and secondary data were sourced from the bible, newspapers, articles, internet material as well as telephone interviews. The study found that the experiences of Covid-19 implied affirmations that God punishes the humanity against sin, fulfils biblical prophecies, posed trial and spiritual growth and insinuated that it was God pulling the church and state to the round table. Other issues are that the church got to appropriate and maximise the technological era, partake in the paradigm shift of religious worship in traditions and practices and God’s intervention. The study concludes that humanity is religious and Christian religion provided the necessary remedy, such as healing, to cope with Covid-19.</p> 2023-10-19T00:00:00+00:00 Copyright (c) 2023 The Dyke https://thedyke.msu.ac.zw/index.php/thedyke/article/view/81 A synoptic history of ‘the scientific method’ with reflections on the scientific terms that emerged from the Greek, Arabic and Latin languages and pointers for ChiShona. 2021-12-16T08:08:03+00:00 Farai Daniel Madzimbamuto faraitose@hotmail.com <p>(Rupfupi):</p> <p>The ‘scientific method’ as a system of knowledge creation and organisation emerged principally in the last thousand years, although its history can be traced back to the ancient Greeks. It is a formal process which starts with formulating a hypothesis, then developing a method of testing the hypothesis, followed by observation (data collecting) and analysis, ending in a conclusion which should be a starting point for new hypotheses. Scientific terms often represent a concentration of ideas or exactness of expression in a discipline. Scientific terminology in European languages uses Greek and Latin roots, even today, because these were the languages of learning in Europe at the time when science experienced its greatest development. Arabic was a major source language for scientific and mathematical terms, bequeathing to English ‘chemistry’ and ‘algebra’ among others, while itself borrowed from Greek. Going back to the beginning of the scientific concepts is an established practice in science for exploring words, their old uses and potential new uses. A term, such as ‘mathematics’ or ‘atom’ today stands at some distance from what it meant even a hundred years ago. There is room therefore for building words and terminology from the ground up, or inside out, from the early meaning of the source words. This can give a different perspective and useful insight for how a language such as <em>Chi</em>Shona can build scientific words. The history of the ‘scientific method’ is illustrative of the process of how words in common use became the essential building blocks of vocabulary of science. The essay focuses on the essential foundation concepts and words of science and how many of these are already present in <em>Chi</em>Shona and can be mobilised for the scientific discourse. A glossary and appendix are provided in the supplementary material.</p> 2023-10-19T00:00:00+00:00 Copyright (c) 2023 The Dyke https://thedyke.msu.ac.zw/index.php/thedyke/article/view/119 Demystifying education for the development of underdevelopment: A critical expose’ of Paulo Freire (1990)’s Pedagogy of the Oppressed 2022-06-16T07:06:48+00:00 Modester Dadirai Ngwerume ngwerumem@staff.msu.ac.zw Tenson Tawanda Mugodzwa mugodzwat@staff.msu.ac.zw <p>This paper interrogates Paulo Reglus Neves Freire (1921-1997) book, <em>Pedagogy of the </em><em style="font-size: 0.875rem;">Oppressed</em><span style="font-size: 0.875rem;"> in relation to the current Zimbabwean education system. The authors </span>believe that the education system is still rooted in the colonial education system, four decades after attaining independence. Although concepts such as Education 5.0, together with the new curriculum have been implemented in the education sector, the subjects’ content do not subscribe to the idea of industrialisation, research and innovation thus maintaining in the students, the colonial culture of domination, subordination and subjugation. Freire considers the education system as an instrument for social transformation, that can promote revolutionary social change, a situation urgently needed in the current Zimbabwean education system. Pedagogy of the Oppressed can be regarded as a struggle against mental colonisation and social annihilation and a positive path towards mental emancipation and total empowerment. The aim of this paper is to analyse the extent to which the new Zimbabwean curriculum is being used as a tool to emancipate students as the education sector embraces the concept of Education 5.0 with a special focus on the high school history subject. The study adopted a qualitative approach located within the contours of interpretivism to analyse Freire’s ideas on education of the oppressed masses. The study found that the current education system still entraps students in the colonial thinking of completing studies and finding employment rather than creating employment<em>.</em></p> 2023-10-19T00:00:00+00:00 Copyright (c) 2023 The Dyke https://thedyke.msu.ac.zw/index.php/thedyke/article/view/139 Headman Mzilawempi’s eviction from Rhodesdale Estate in Rhodesia (Zimbabwe) and the struggle for restoration of lost status—1953-2021 2023-02-06T08:00:45+00:00 Joshua Chakawa samaita1974@gmail.com Alfred Magudhu amagudhu@gmail.com <p>This article discusses the enduring effects of traditional leadership demotion and forced migration in Zimbabwe. It draws from the experiences of headman Mzilawempi and his people who were evicted from Rhodesdale Estate in 1953 and relocated to Hurungwe District, Mashonaland West Province whereupon Mzilawempi was downgraded from the position of a chief to a headman. The study addresses how the relegation continued to impact Mzilawempi chiefdom/headmanship and the ways in which colonial reconfigurations of traditional posts haunt Zimbabwe today. We examined mechanisms that have been utilized by Mzilawempi and his people in their struggle for elevation to the position of chief since coming to the Hurungwe district. This qualitative research concluded that the demotion of the traditional leader led to increased differences with the minority regime, challenges of asserting authority in the new destination by Mzilawempi culminating in demands by the incumbent headman for elevation by the Zimbabwean government partly using post-2000 newly resettled adjoining former white commercial farms as a further justification for a bigger title. From 2019, the struggle for Mzilawempi’s reinstatement led his people to constitute themselves into a committee to map and lead the struggle. That committee was seeking to have Mzilawempi elevated to the position of chief at the time of undertaking this research.</p> 2023-10-19T00:00:00+00:00 Copyright (c) 2023 The Dyke https://thedyke.msu.ac.zw/index.php/thedyke/article/view/193 The Covid-19 pandemic on cultural heritage tourism in Zimbabwe: Post-Covid-19 recovery strategies 2023-04-14T10:55:06+00:00 Tendai Chibaya tchibaya@gzu.ac.zw Dennis Mashoko mashokod@gzu.ac.zw <p>This article interrogates how the world’s cultural and heritage tourism destinations’ performance was affected following the advent of the Covid-19 pandemic in 2019. Various studies have been undertaken on the impacts of Covid-19 and post recovering strategies for cultural heritage tourism, especially in developed destinations with little attention given to developing destinations like Zimbabwe. This research assesses the impact of Covid-19 on tangible cultural and heritage tourism in Zimbabwe. It also proffers post-Covid-19 pandemic strategies for the segment under National Museums and Monuments of Zimbabwe (NMMZ). A qualitative approach was adopted and online interviews were conducted with frontline staff. Thematic analysis was employed to report the results. The results revealed that the employment of core employees was stable with salary delays, forced paid leave, and/or no transport allowances. On the other hand, most casual employees’ contracts were terminated. Loss of tourism revenue, deferment of projects, and cancellation of marketing activities, vandalism, and increased poaching were reported among five regions of the NMMZ. After the relaxation of lockdown measures, NMMZ started operating while adhering to WHO Covid-19 health and safety regulations. This brought a slight positive change in domestic tourists with a huge negative change in international tourists. The study, therefore, recommends social media usage, diversification, and branding (SDB) destination recovery strategy as well as promotion of local travel to sustain cultural heritage tourism in Zimbabwe.</p> 2023-10-19T00:00:00+00:00 Copyright (c) 2023 The Dyke https://thedyke.msu.ac.zw/index.php/thedyke/article/view/224 Challenges faced by secondary school girls who stay far away from schools in Gokwe South District 2023-04-11T14:02:30+00:00 Charity Chiromo chiromoc@staff.msu.ac.zw <p>This paper explores, and shares, sorrowful circumstances school girls walking long distances to school in Gokwe South are exposed to. The article provides some insights on the challenges faced by school girls to access schooling in Gokwe South District of Zimbabwe. The article is a reaction to the rising concerns over the challenges bedevilling rural school girls and education. Three secondary schools out of nine with girl learners who walk long distances were purposively selected. The school heads of those schools automatically qualified as participants of the study. Six teachers out of 36, two from each school, (one male one female) were purposively selected to take part in the study. Six rural girl-learners, out of 32 rural girl learners who walk long distances to and from school each day, were randomly selected using the hat system. The qualitative research method was used with phenomenology being chosen as the research design. Interviews were used to collect data from the school heads, teachers and the girl learners. Observation and document analysis were also used for data triangulation. A number of findings emanated from this study. It was noted that rural girl learners mostly arrive at school tied and dirty ad are ever absent at school. The study also found out that sexual child abuse was common to which the girls are exposed to along the way, to-and-from school resulting in unwanted pregnancies. The study concluded that the community in general, and parents of affected girls in particular, the government and other responsible authorities, including the girls themselves should collaborate to address the challenges. The study recommended that funding should be availed towards construction of satellite schools in Gokwe South District in Zimbabwe.</p> 2023-10-19T00:00:00+00:00 Copyright (c) 2023 The Dyke https://thedyke.msu.ac.zw/index.php/thedyke/article/view/299 Conditions characterising transaction costs in multi-campus systems in developing institutions of higher learning. The Case of Great Zimbabwe University 2023-10-18T11:37:32+00:00 Benard Chazovachii bchazovachii@gzu.ac.zw Andrew Chindanya achindanya@gzu.ac.zw <p>The study assesses conditions characterising transaction costs associated with the multi-campus system at the Great Zimbabwe University. Transaction cost as new institutional economics has been undermined and received no direct research attention nor has the nexus of the two phenomena been theorised in Zimbabwe. This resulted in a lack of consideration of local conditions characterising school teaching and learning operations. A case study was used in order to explore and describe events and experiences by individual lecturers. In this regard, the research was carried out at three centres; Centre for Gender and Culture Studies, School of Social Science and the Great Zimbabwe University Main Campus. Using interviews and focused group discussions, while thematic content analysis, findings revealed that multi-campus seems to fit rather well with the lone star model, based on its decentralisation with specialisation or related degree programmes and support services for students. The morphology of the campuses of Social Sciences has affected the infrastructural, organisational and social network costs affecting lecturers’ teaching, research and university service. Participatory action and learning of the members of staff are needed for them to feel responsible, and accountable for whatever the university administration has done. Efficient and effective shuttle facilities should be availed to lecturers of the School of Social Science for them to access all required and necessary support services for their effective delivery of teaching, research and university service.</p> 2023-11-08T00:00:00+00:00 Copyright (c) 2023 The Dyke https://thedyke.msu.ac.zw/index.php/thedyke/article/view/306 Interrogating Educators Conceptualisation/Understanding of the Results Based Management System (RBM): A Case of Two Schools in Zimbabwe. 2023-11-08T09:07:30+00:00 Ruth Jaricha jarichar@staff.msu.ac.zw Wonder Dzimiri dzimiriw@staff.msu.ac.zw <p>This study sought to interrogate educators understanding of the Results Based Management System as a performance management tool in the schools sector in the Seke district of Zimbabwe’s Mashonaland East Province. This was a qualitative case study of two schools, one primary and the other secondary. The case under study was the Results Based Management System. Participants were selected through purposive sampling on the basis of their relevance to the study given their active role in the implementation of the RBM in schools. Underpinned by&nbsp;the interpretivism paradigm, a case study design was adopted wherein data were generated through in-depth interviews with thirty –three educators, two focus groups of eight members each, observation of educators’ attitudes and behavior towards RBM, and document analysis of educators’ work plans. Thus, to enhance the trustworthiness of the findings, method triangulation was employed. In line with the qualitative approach employed in this study, data analysis entailed a thematic approach where emerging data were coded and grouped around recurring themes. Analysis proceeded with data generation. The results of the study revealed that educators had a diverse understanding of the results-based management system. They also did not understand the Results-Based Personnel Performance System as the basis of their performance assessment. This was a potential threat to the effective implementation of the RBM System. The study recommends that continuous training be done to help educators conceptualise the RBM System.</p> 2023-11-08T00:00:00+00:00 Copyright (c) 2023 The Dyke