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Revisiting the Effects of –isms in the Promotion, Development, and Revitalisation of Indigenous Languages in Zimbabwe: The Position of Sesotho in Gwanda South, Zimbabwe

Revisiting the Effects of –isms in the Promotion, Development, and Revitalisation of Indigenous Languages in Zimbabwe: The Position of Sesotho in Gwanda South, Zimbabwe

Omphile Marupi, Erasmos Charamba
Copyright: © 2022 |Pages: 15
ISBN13: 9781668450345|ISBN10: 1668450348|ISBN13 Softcover: 9781668450383|EISBN13: 9781668450352
DOI: 10.4018/978-1-6684-5034-5.ch003
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MLA

Marupi, Omphile, and Erasmos Charamba. "Revisiting the Effects of –isms in the Promotion, Development, and Revitalisation of Indigenous Languages in Zimbabwe: The Position of Sesotho in Gwanda South, Zimbabwe." Handbook of Research on Teaching in Multicultural and Multilingual Contexts, edited by Erasmos Charamba, IGI Global, 2022, pp. 32-46. https://doi.org/10.4018/978-1-6684-5034-5.ch003

APA

Marupi, O. & Charamba, E. (2022). Revisiting the Effects of –isms in the Promotion, Development, and Revitalisation of Indigenous Languages in Zimbabwe: The Position of Sesotho in Gwanda South, Zimbabwe. In E. Charamba (Ed.), Handbook of Research on Teaching in Multicultural and Multilingual Contexts (pp. 32-46). IGI Global. https://doi.org/10.4018/978-1-6684-5034-5.ch003

Chicago

Marupi, Omphile, and Erasmos Charamba. "Revisiting the Effects of –isms in the Promotion, Development, and Revitalisation of Indigenous Languages in Zimbabwe: The Position of Sesotho in Gwanda South, Zimbabwe." In Handbook of Research on Teaching in Multicultural and Multilingual Contexts, edited by Erasmos Charamba, 32-46. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5034-5.ch003

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Abstract

This chapter seeks to explore how colonial education was used as a double-edged sword to promote interests of colonialists while hindering the development of African cultural and multilingual ideologies. It looks at how post-colonial Zimbabwe has done no better in handling issues of -isms in the education sector. It considers problems that Zimbabwe encounters in its education systems and could be linked to colonial periods. Contemporary complications would then be a ‘colonial heritage'. Certain -isms would be evident and the paper aims at unpacking them vis-a-vis maiming of indigenous languages in Zimbabwe and the world at large by actions of colonizers. When Zimbabwe became independent, it inherited an education system that was purely in the hands of colonial masters. The education system was segregatory and planned on racial grounds in colonial times. The chapter embraces the ‘one language' ideology concept that was used by colonialists to enhance their presence in Africa, thus Sesotho in Gwanda South is one of the many languages that has seen its demise through the numerous -isms.

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