The Dyke

Navigating hurdles in transcription of interview data in indigenous languages: A grounded experience

2025-02-01T08:41:31+00:00

Drawing on experiences encountered during a doctoral research journey, this paper explores the challenges of interview transcription in a study where unstructured interviews were conducted in local indigenous vernacular languages. The participants' language limitations rendered digital transcription software ineffective, necessitating the use of manual transcription methods. To mitigate the time-consuming and laborious nature of full transcription, the authors advocate for partial transcription as a practical approach in their grounded theory study on the dynamics, experiences, and aspirations of flea market traders.

Preventing coronavirus in a busy (multi-faceted) workplace – packaging agricultural and veterinary products

2022-12-11T16:37:02+00:00

In this opinionated professional letter, Cooper tackles strategies to prevent the spread of COVID-19 in multi-faceted workplaces like packaging facilities for agricultural and veterinary products. The letter emphasizes the critical need for strict adherence to hygiene practices, proper mask usage, and social distancing both during work and commute. The virus' potential to spread via aerosolization, contaminated surfaces, and inadequate mask-wearing is highlighted, with public transportation and shared workplace tools identified as key areas of concern. To mitigate these risks, Cooper suggests measures such as wearing surgical masks (or dual masks), using face shields, routine cleaning of surfaces, and unidirectional floor markings are also recommended. Cooper believes workers must practice hygiene during breaks and in smoking areas, avoid physical contact with sick individuals, and maintain surface cleanliness. In his opinion, Cooper also discusses the adverse impact of harsh workplace conditions on employees' mental and physical health noting stress from long shifts, punitive management, and low wages exacerbating unsafe behaviours, such as improper disposal of waste and theft, which further complicate the work environment. The short well well-thought-out text addresses the aforementioned issues with respectful management practices, realistic job targets, and adequate support systems like rapid testing, isolation facilities, and records keeping being singled out as having the potential of creating a safer and more productive workplace. Cooper battles with the continuing manifestation of the COVID-19 Virus in various contexts years after ravaging the world.

A History of Health and Psychiatry Services in Zimbabwe 1890-1980

2023-08-22T06:43:47+00:00

Colonialism and its associated practices of segregation and subjugation left a lasting impact on the lives of the Africans it aimed to ‘civilise’, despite its role in refining certain aspects of African innovation, particularly in healthcare and psychiatry. These practices influenced how Africans viewed mental health issues even after the end of colonial rule. Colonialism weaponised psychiatry and medicine, using them as systematic tools to undermine and replace African healthcare systems through the enforced adoption of Western culture and practices. Consequently, there is limited documentation on the evolution of medical and psychiatric practices in Zimbabwe from the colonial to the post-colonial era. In line with post-colonial discourse, this paper traces the origins of colonial health and psychiatric services noting how they were shaped by segregationist policies. It aims to demonstrate how medical and psychiatric care developed under colonial rule within a segregated government framework designed to diminish African innovation and purpose. The paper employs a qualitative desktop analysis, examining primary archival sources on the development of medical systems in Rhodesia, secondary sources, and one-on-one interviews with key figures in the fields of mental health and African medical practice. Results show that health and psychiatric services from Rhodesia to post-independent Zimbabwe experienced numerous changes and challenges, as two systems with a common goal – to save lives – competed, with one culture promoted over the other.

The contribution of New Partnership for Africa Development (NEPAD) to the Development of the Global South. A Case of Africa.

2024-09-30T16:29:32+00:00

Africa’s development trajectory appears to be opaque and stranded despite the continent being the conduit of human and mineral resources. This paper acknowledges regional integration as a viable strategy to redress Africa’s development challenges and marginalisation in world affairs. The paper analyses ongoing efforts by the African Union/New Partnership for Africa’s Development (NEPAD) and African Peer Review Mechanism (APRM) initiatives as the latest attempt by African leaders to foreground sub-regional and continental goals of economic cooperation and integration. Examining the discourse from the angle of governance deficits in African countries, the study specifically assesses the APRM's effectiveness in interrogating regionalism issues in Africa and in furthering the AU/NEPAD agenda. Guided by primary and secondary sources, the paper employed a qualitative research methodology and thematic discourse to analyse data. The paper is hinged on both economic and political theories for incisive political-economic analysis of NEPAD’s efficacy in regional integration. The paper established a connection among governance; democracy; peace, stability, security, and development at different levels of analysis. The paper recommended the strengthening of APRM/NEPAD’s institutional capacity, resource mobilisation strategies, and decision-making mechanisms and approaches for successful and constructive continental integration.

Empowering communities through corporate social responsibility: The role of Zimbabwe Power Company’s Public Relations Department in Kariba

2024-07-07T19:38:36+00:00

This study investigates how the Zimbabwe Power Company (ZPC) in Kariba employs corporate social responsibility (CSR) through its public relations (PR) department to engage with the Kariba community from 2020 to 2023. It assesses the effectiveness of ZPC’s CSR programmes in addressing local community needs and strengthening stakeholder relationships. This qualitative research, based on a constructivist philosophy and interpretivist research theory, employed interviews and focus group discussions to gather insights from community members and PR personnel. Grounded in stakeholder theory, the study reveals that ZPC’s CSR and PR initiatives foster dialogical communication that effectively addresses community concerns. The findings indicate that ZPC’s CSR efforts are generally responsive to local needs. The study recommends that ZPC adopts a more community-driven approach, allowing the community greater input in programme development to avoid the perception of imposed initiatives.

A critical review of compensation challenges for occupational diseases among Zimbabwean ex-miners to the Witwatersrand, 2018-2021

2024-09-11T05:16:00+00:00

This study investigates historical and contemporary challenges faced by Zimbabwean ex-miners in securing compensation on occupational diseases contracted in South African gold mines. Zimbabwean labour migrancy to South Africa was brokered by the Witwatersrand Native Labour Association (WNLA) and was placed on various mines in Transvaal and the Orange Free State. South African gold mines frequently repatriated sick miners in a way that was considered to be the industry’s medication system. Repatriation of sick miners was a capitalist method of avoiding compensating miners who had contracted diseases like Tuberculosis and silicosis. Contemporary obstacles to compensation are hinged on legal challenges, administrative hurdles and the effects of COVID-19. This paper fills an academic void on the lives of former migrant miners and the compensation challenges they face. The study gleaned information from WNLA documents archived at the University of Johannesburg, Zimbabwean newspapers, oral testimonies of ex-miners, secondary literature on South African labour history and the Tshiamiso Trust website.

Epistemic (in)justice in Science Teacher Education: A gaze through the Zimbabwe’s Heritage-Based Education 5.0

2024-06-05T13:17:43+00:00

Epistemic (in)justice has been described as ‘the crisis of African higher education’. Regardless of the state of awareness of this crisis, several African nations have implemented policies and curriculum frameworks to revolutionize their higher education. This transformation stems from the recognition that the future (re) production, distribution, and consumption of knowledge will be heavily influenced by the training of the current generation of knowledge (re)producers. In Zimbabwe, the development of science teachers is framed within the context of heritage-based Education 5.0. This philosophy emphasises that science teacher training be grounded in five pillars of the nation’s heritage: teaching, research, community service, innovation, and industrialisation. The potential of this heritage-based philosophy is to address predominantly Western-oriented entrenched epistemic injustices within higher education institutions. This study investigates the capabilities of heritage-based Education 5.0 to mitigate the epistemic injustices in science teacher education. An interpretive research approach was employed, involving the analysis of key policy documents related to heritage-based Education 5.0. The generated data was subjected to content analysis, with codes aligned to predetermined themes to report findings. The results indicate that the heritage-based Education 5.0 framework effectively addresses historical epistemic injustices in earlier science teacher education curricula. The findings further reveal that the policy promotes inclusive science education, gender-responsive methodologies, respect for student diversity, and the integration of heritage and multicultural practices. These strategies are identified as instrumental in mitigating the impacts of testimonial and hermeneutical injustices. The study recommends robust implementation measures, including increased funding for epistemic resources and tools in science teacher education, as well as ongoing professional development to encourage the adoption of transformative pedagogical practices.

Defying drought and water scarcity in rural Zimbabwe: Women’s agency in Mtelo village, Zhombe, 2000-2017

2024-07-12T09:26:52+00:00

Water scarcity is a challenge for most drought-prone rural areas in Zimbabwe. It negatively impacts agricultural production and necessitates non-farm interventions to reduce food insecurity. This paper deals with a crucial topic in the field of gender studies, livelihoods, and resilience in drought-endemic areas. Women in Mtelo exercised agency to address challenges that were posed by water scarcity to their livelihoods. While they exhibited agency, the paper contends that structural factors such as patriarchy affected the effectiveness of the women’s agency. The significant body of literature and scholarship on women’s agency and resilience to water scarcity in Zimbabwe’s drought-risk districts such as Sanyati, Gokwe, Chivi, and Gwanda, to name a few, demonstrates that women often came up with creative and sustainable ways to navigate water scarcity challenges to secure their livelihoods. The paper significantly contributes to the existing literature on women’s agency by examining the various ways women defied patriarchy to secure water for household use. Using a qualitative research approach, the paper examines various forms of agency utilised by women in the Mtelo community. It shows the heterogeneity of women and the differentiated impacts of social, economic, and structural factors on women and men in Mtelo. The study finds and concludes that the livelihood problems faced by women in this rural area can be solved by their active participation in governance structures and through integrating gender sensitive approaches in strategies to improve rural livelihoods. It thus provides a refreshing argument on women’s agency and structural factors versus economic empowerment in the Mtelo rural community.

Student Perceptions of the Effectiveness and Appropriateness of the Process Writing Approach in Collaborative Writing.

2024-10-17T10:05:50+00:00

This study examined students' perceptions of the effectiveness and appropriateness of the process writing approach in collaborative writing (CW). To gather insights, the researcher administered questionnaires to 55 students who had completed two collaborative writing tasks. Of the 55 students surveyed, 40 returned completed questionnaires. The findings revealed that brainstorming was perceived as the most effective stage in collaborative writing, followed by planning, editing, research, and drafting. Conversely, the study identified research as the most challenging stage for students to execute collaboratively, followed by editing, brainstorming, drafting, and planning. The results suggest that group members might benefit from conducting research individually before convening to brainstorm and draft collectively. The study further highlighted that while certain stages of the writing process, such as brainstorming and reviewing, were well-suited to collaboration, others, such as editing, were less effective when performed collaboratively. The editing stage, which focuses primarily on grammatical structures and mechanics, proved particularly challenging in a group setting. Overall, the research suggests that effective collaborative writing requires a balance of individual and collective efforts across different stages of the writing process. These findings contribute to the development of more effective writing instruction in higher education and provide valuable guidance for researchers and educators seeking to refine collaborative writing practices.

Assessing the impact of exchange rate volatility on the informal economy in Zimbabwe: A case study of Mbare Mupedzanhamo (Flea market) in Harare.

2024-02-08T21:09:13+00:00

This study aimed to evaluate the impact of exchange rate volatility on Zimbabwe’s informal economy, with a specific focus on Mbare Mupedzanhamo. The case study approach was chosen for its suitability in assessing the effects of exchange rate fluctuations within an authentic business environment. A random sampling technique was employed to ensure representativeness, and from a population of 200 informal traders, a sample of 80 participants was selected. The study’s findings revealed significant challenges for traders arising from exchange rate volatility. One of the primary issues identified was capital erosion, which severely impacted traders’ ability to restock goods and sustain their businesses. As a result, many traders found it increasingly difficult to maintain operations, while borrowing as a means of financing became unsustainable in such an unpredictable environment. In response to these findings, the study came up with several key recommendations. First, it was suggested that financial institutions develop more affordable credit lines accessible to small traders, with fewer stringent requirements, such as collateral, which many informal traders lack. Additionally, it was recommended that the government prioritise financial support for informal traders by expanding funding access through Small to Medium Enterprises (SMEs) structures. By offering targeted financial resources, both financial institutions and government bodies could support the resilience of informal traders facing economic instability and enable a more sustainable environment for growth within Zimbabwe’s informal economy.

Gendered challenges faced by rural women self-help groups in Shurugwi District, Zimbabwe

2023-07-27T13:54:22+00:00

This study explores the gendered challenges faced by rural women self-help groups in the Shurugwi District, Zimbabwe, and analyses how these challenges impact the sustainability of their projects. The absence of focused research on the specific gendered challenges encountered by rural women's self-help groups inspired this investigation. A qualitative approach was adopted, utilising in-depth interviews and focus group discussions (FGDs) for data collection. The findings revealed that rural women self-help groups encounter numerous gendered challenges, including the undermining of women-initiated projects by male counterparts; limited access to and control over agricultural equipment and draught power; discriminatory practices in the distribution of agricultural inputs; a scarcity of land for group projects; time constraints stemming from gendered reproductive roles; and the lack of collateral to secure funding opportunities.

Evaluating the impact of digital learning on primary school: Teachers’ engagement in teaching English as a Second Language.

2024-08-25T16:01:38+00:00

This study examines the effectiveness of virtual teaching and learning of English as a Second Language (ESL) in selected urban schools in Gweru, Zimbabwe. Teaching ESL requires mastering verbal and nonverbal communication while maintaining student engagement. Essential skills such as pronunciation, vocabulary, grammar, reading, and writing must be effectively imparted. The COVID-19 pandemic necessitated the adoption of virtual teaching globally, including in Zimbabwe. School closures prompted the creation of virtual learning environments, collapsing traditional classroom boundaries. This research highlights challenges faced by teachers, including inadequate resources (e.g., devices and internet access), insufficient infrastructure, and limited support from learners and parents. Teachers also lacked technological training and expertise, hindering effective virtual teaching. Addressing these challenges would enhance teacher-learner interactions, promote autonomous learning, and broaden learners’ educational experiences. A mixed-methods approach was employed, combining qualitative and quantitative methods. Data collection included numerical data, interviews, and questionnaires to explore teachers' and learners' experiences comprehensively. The study is contextualised within Toffler’s (1980) Waves Theory, which emphasizes the need to adapt, relearn, and unlearn in response to global challenges. The theory underscores the importance of embracing new tools and platforms to facilitate autonomous learning, enabling primary school learners to develop critical skills and address individual learning needs through tailored approaches.