the promotion of unhu in zimbabwean secondary schools through the teaching of shona literature

287 Pages·2017·1.36 MB·English

by  Mrs Vhiriri

THE PROMOTION OF UNHU IN ZIMBABWEAN SECONDARY SCHOOLS THROUGH
THE TEACHING OF SHONA LITERATURE: MASVINGO URBAN DISTRICT, A CASE
STUDY

BY

EUNITAH VIRIRI

UNIVERSITY OF SOUTH AFRICA

NOVEMBER 2017
THE PROMOTION OF UNHU IN ZIMBABWEAN SECONDARY SCHOOLS THROUGH
THE TEACHING OF SHONA LITERATURE: MASVINGO URBAN DISTRICT, A CASE
STUDY

By

EUNITAH VIRIRI

Submitted in accordance with the requirements for the degree of

DOCTOR OF LANGUAGES, LINGUISTICS AND LITERATURE

in the subject

AFRICAN LANGUAGES

at the

UNIVERSITY OF SOUTH AFRICA

SUPERVISOR: PROF D. E. MUTASA
CO-SUPERVISOR: DR N. R. NAKIN

NOVEMBER 2017
DECLARATION

Student Number: 5736 - 015 – 4

I, Eunitah Viriri, declare that THE PROMOTION OF UNHU IN ZIMBABWEAN
SECONDARY SCHOOLS THROUGH THE TEACHING OF SHONA LITERATURE:
MASVINGO URBAN DISTIRCT, A CASE STUDY is my work and that all sources used
or quoted have been acknowledged by means of complete references.

14 NOVEMBER 2017
............................... ........................................
Signature Date

(Mrs Eunitah Viriri)

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ACKNOWLEDGEMENTS

My sincere gratitude goes to Professor D. E. Mutasa, my supervisor, and Doctor N. R.
Nakin, for evaluating my work, advising me throughout the study and for giving me
relevant suggestions and material to shape my research. I thank them for the hard work
and tolerance that made my study fruitful.

I would like to thank the University of South Africa for the financial support it gave me
throughout the study.

I also appreciate the Ministry of Primary and Secondary Education of Zimbabwe for
giving me permission to carry out my study in Masvingo Urban Secondary Schools.

My special thanks also go to the teachers and students who participated in this
research. I thank them for completing my questionnaires and for responding to the
interview questions.

My thanks also go to my colleagues who edited my drafts. I thank them for their
suggestions and advice.

Special thanks go to my family, husband Maradze and kids, Tanyaradzwa, Tavonga
and Nyasha for their support during my study.

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DEDICATION

To my late mother, Vimbai Jeche, who laid the foundation for my success.

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ABSTRACT

This study examines the extent to which the teaching of Shona novels can be used to
promote unhu (humanness) in Zimbabwean secondary schools where there has been a
call for the teaching of cultural values. The school syllabi for Shona make this position
abundantly clear. For that reason, anchoring the discussion on the role of literature in
Africa as expounded by African scholars such as Ngugi wa Thiong’o (1981), p’Bitek
(1986) and Achebe (1989) among others, the study observes that literature plays an
important role in moulding character through advancing unhu. For instance, as Achebe
(1989) argues that the novelist is a teacher, the study therefore locates literature as a
life-affirming and life-extending affair. The discussion of the role of literature as a
potential conduit for expressing unhu takes place within the theoretical confines of
Afrocentricity, an African-centred theory that places the interests of Africa at the centre
of any analysis involving African people. The selected novels namely Pfumo Reropa
(1961), Kunyarara Hakusi Kutaura? (1983) and Ndafa Here? (2007) are therefore
interrogated from an Afrocentric point of view. The three novels are representative of
different historical epochs in Zimbabwe’s cultural trajectory. In addition, they have
featured quite prominently on the school syllabi for Shona. Through a combination of
interviews and critical analysis of the novels, the study crucially observes that the proper
teaching of literature can effectively transform the thinking of learners thereby locating
them in their own cultural platforms. However, for this to happen, teachers must be
properly trained in order that they develop an appreciation of the value of literature in
imparting unhu among learners. As a result, the study thus proposes sufficient
conscientisation of teachers and learners on the concept and practice of unhu be
systematically carried out. At the same, there is need for greater planning in
constructing a more informing syllabus, as well as the deliberate inclusion of texts that
canonise unhu.

Key words: culture, unhu, African traditional education, African literature, Shona
literature, Afrocentricity, oral literature, Shona novels, old world novels, new world
novels, moral decay, discipline and morality and Zimbabwean secondary schools.
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Table of Contents
DECLARATION.................................................................................................................i
ACKNOWLEDGEMENTS.................................................................................................ii
DEDICATION...................................................................................................................iii
ABSTRACT......................................................................................................................iv
CHAPTER 1 .................................................................................................................... 1
ORIENTATION OF THE STUDY..................................................................................... 1
1.0 Introduction ............................................................................................................ 1
1.1 Background ............................................................................................................ 1
1.2 Statement of the problem ....................................................................................... 4
1.3 Aim of the study ...................................................................................................... 4
1.3.1 Objectives .............................................................................................................. 5
1.3.2 Research questions ................................................................................................ 5
1.4 Justification/significance of research ...................................................................... 5
1.5 Literature review ..................................................................................................... 8
1.6 Theoretical framework .......................................................................................... 13
1.7 Research methodology ........................................................................................ 16
1.8 Scope of study...................................................................................................... 18
1.9 Definition of terms ................................................................................................ 19
1.10 Conclusion ........................................................................................................... 20
CHAPTER 2 .................................................................................................................. 22
LITERATURE REVIEW ................................................................................................. 22
2.0 Introduction ............................................................................................................. 22
2.1 The Concept unhu/hunhu ........................................................................................ 23
2.2 The impartation of unhu in pre-colonial Africa and Zimbabwe ................................. 28
2.3 African literature and unhu. ..................................................................................... 32
2.3.1 Unhu in Pre-colonial African literature .................................................................. 33
2.3.2 Indigenous literature in colonial Africa and unhu .................................................. 37
2.3.3 Post- colonial literature and unhu ......................................................................... 43
2.4 Discipline and morality in schools ............................................................................ 44
2.5 Promotion of unhu in education ............................................................................... 48
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2.5.1 Moral/unhu education in schools .......................................................................... 48
2.52 Why teach traditional values today ........................................................................ 57
2.5.3 Ways of imparting unhu/ moral values ................................................................. 61
2.6 Unhu in other fields ................................................................................................. 67
2.7 Conclusion .............................................................................................................. 72
CHAPTER 3 .................................................................................................................. 73
THEORETICAL FRAMEWORK .................................................................................... 73
3.0 Introduction ............................................................................................................. 73
3.1 Afrocentricity ........................................................................................................... 74
3.2 The tenets of Afrocentricity ...................................................................................... 75
3.3 The importance of Afrocentricity .............................................................................. 79
3.3.1 Gender relations ................................................................................................... 86
3.3.2 African religion...................................................................................................... 87
3.3.3 Law ....................................................................................................................... 88
3.3.4 African Politics ...................................................................................................... 89
3.3.5 Good governance ................................................................................................. 90
3.3.6 African view on human rights ............................................................................... 91
3.3.7Traditional relationship between men and the environment .................................. 91
3.3.8 Marriage institution ............................................................................................... 92
3.3.9 Ethics and Morality ............................................................................................... 93
3.4 Conclusion .............................................................................................................. 99
CHAPTER 4 ................................................................................................................ 100
METHODOLOGY ........................................................................................................ 100
4.0 Introduction ........................................................................................................... 100
4.1 Research approaches ........................................................................................... 100
4.2 Mixed method research designs............................................................................ 104
4.2.1 Sequential Exploratory Mixed Methods Design .................................................. 104
4.2.2 Sequential Explanatory Mixed Methods Design ................................................. 105
4.2.3 Embedded Mixed Methods Design ..................................................................... 105
4.2.4. Triangulation Mixed Methods Design ................................................................ 106
4.3 Inquiry strategies ................................................................................................... 107
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4.3.1 Case Study ......................................................................................................... 108
4.3.2 Survey design..................................................................................................... 109
4.4 Data collection ....................................................................................................... 110
4.4.1 Data collection methods ..................................................................................... 110
4.4.1.1 Interviews ........................................................................................................ 110
4.4.1.2 Focus group discussions ................................................................................. 113
4.4.1.3 Questionnaires ................................................................................................ 115
4.4.1.4 Content/textual analysis technique .................................................................. 117
4.5 Location of study and sample ................................................................................ 118
4.5.1 Research Sites ................................................................................................... 118
4.5.2 Sample ............................................................................................................... 119
4.6 Data analysis ......................................................................................................... 120
4.7 Validity and reliability ............................................................................................. 121
4.8 Conclusion ............................................................................................................ 122
CHAPTER 5 ................................................................................................................ 123
ANALYSIS AND DISCUSSION ................................................................................... 123
5.0 Introduction ........................................................................................................... 123
5.1 Demographic information of teachers .................................................................... 123
5.1.1 Sex and ages of participants .............................................................................. 123
5.1.2 Level of education attained ................................................................................ 124
5.1.3 Highest qualifications in ChiShona ..................................................................... 125
5.1.4 Levels at which selected teachers taught Shona and the literature .................... 126
5.2 The teaching of unhu through Shona novels in schools. ....................................... 127
5.2.1 Teachers’ and students’ understanding of unhu. ................................................ 127
5.2.2The use of novels in imparting unhu. ................................................................... 132
5.2.3 Ways used by Shona teachers to impart unhu through teaching novels. ........... 141
5.2.4 The extent to which Shona teachers use Shona novels to teach unhu. ............. 142
5.3 Synopses of selected novels ................................................................................. 148
5.3.1 Pfumo Reropa (1961) ......................................................................................... 149
5.3.2 Kunyarara Hakusi Kutaura? (1983) .................................................................... 150
5.3.3 Ndafa Here?(2007) ............................................................................................. 151
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5.4 Unhu in Pfumo Reropa, Kunyarara Hakusi Kutaura? and Ndafa here? ................ 153
5.4.1 Unhu and social life ............................................................................................ 154
5.4.1.1 Unhu and humanity ......................................................................................... 154
5.4.1.2 Unhu and the disadvantaged and vulnerable groups ...................................... 156
5.4.1.3 Unhu and marriages ........................................................................................ 165
5.4.1.5 Unhu and femininity ......................................................................................... 175
5.4.1.5.1. Unhu and married women ........................................................................... 175
5.4.1.5.2 Unhu and mothers ........................................................................................ 177
5.4.1.5.3 Unhu and women rights ............................................................................... 178
5.4.1.5.4 Unhu and female in-laws .............................................................................. 180
5.4.1.6 Unhu and masculinity ...................................................................................... 182
5.4.1.7 Unhu and the Shona family ............................................................................. 182
5.4.1.7 Collectivism versus individualism .................................................................... 183
5.4.1.8 Parental love and respect ................................................................................ 186
5.4.1.9 Unhu and lobola compliance ........................................................................... 187
5.4.1.10 Unhu and kinship ........................................................................................... 188
5.4.1.11 Unhu and adolescence .................................................................................. 191
5.4.1.12 Unhu and Communication ............................................................................. 192
5.4.1.13 Unhu and individual efforts ............................................................................ 194
5.4.1.14 Unhu and community ethics .......................................................................... 195
5.4.1.15 Unhu as treasure of truth and righteousness ................................................ 198
5.4.1.16 Unhu discipline and morality.......................................................................... 199
5.4.2. Unhu and spirituality .......................................................................................... 207
5.4.2.1 Unhu and religious beliefs and practices ......................................................... 208
5.4.2.2 Unhu and religious morality ............................................................................. 216
5.4.2.3 Unhu and identity ............................................................................................ 217
5.4.2.4 Unhu and the natural environment .................................................................. 219
5.4.2.5 Unhu and traditional doctors and medicines.................................................... 220
5.4.3 Unhu in the economic sphere ............................................................................. 221
5.4.3.1 Unhu and community development ................................................................. 221
5.4.3.2 Unhu and material wealth ................................................................................ 226
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