https://journals.co.za/loi/dyke

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

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

DOI: https://doi.org/10.64754/thedyke.v16i1

Published: 2022-12-11

Full Issue

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Research 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
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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
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Developing effective study sheets as a vehicle for learning in museums

Simbarashe Chitima

pp. 1-13
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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
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Mediation of the Black African identity through social media humour

Hugh Mangeya

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

Ross Cooper

pp. 1-5
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Turning around university paralympics in Zimbabwe

Kaves Zvapano

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

Robert Muzvondiwa

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

Davidzo Hope Mapuvire, Victor Kudakwashe Mapuvire

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

Clemence Dzingirai, Efiritha Chauraya

pp. 1-18
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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
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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
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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
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