school and education

Knowledge

Diligence

Integrity

Innovativeness

Professionalism

Dr Francis Muchenje

Senior Lecturer

Dr Francis Muchenje

D.Ed. (UNISA) M.Ed. (UZ) B. (UZ)  C.E. (Mutare Teachers’ College UZ) Dip. Trg. Mgmt. (IPMZ)

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Research interests: Multicultural education, Gender and education, Indigenous Knowledge Systems , Education and development, Education and social inequality, Sociological theory,,Multicultural Education,Social inequality and Education,,Sociology of Development.

Publications

Book Chapters

  1. Muchenje, F. (2013). Sociological theory and curriculum reform in Africa: The challenges. In Chemhuru, O. (Ed.) (2013). Issues in Foundations of Education (pp. 73-89). Gweru: Booklove Publishers. ISBN 978-0-7974-5229-9.
  2. Muchenje, F. (2013). Making the invisible visible: A sociological analysis of issues in multicultural education for Africa. In Chemhuru, O. (Ed.) (2013). Issues in Foundations of Education (pp. 73-89). Gweru: Booklove Publishers ISBN 9780797452299.
  3. Muchenje, F. (2013). Wastage discourse in education: Towards an agenda of action. In Shizha, E. (Ed.) (2013). Restoring the educational dream: Rethinking educational transformation in Zimbabwe (pp. 76-95). Pretoria: Africa Institute of South Africa ISBN 978-0-7983-0407-8
  4. Muchenje, F. (2014). Social stratification and social mobility. Theory of Education (pp 280-310) Diploma in Education: Open and Distance Learning. University of Zimbabwe Harare: Department of Teacher Education. ISBN 978- 1- 77920-065-5
  5. Muchenje, F. (2014). Deviance. Theory of Education  (pp. 311-341)Diploma in Education: Open and Distance Learning. University of Zimbabwe Harare: Department of Teacher Education. ISBN 978- 1- 77920-065-5
  6. Muchenje, F. (2014). Contemporary social problems and Education. Theory of Education (342-382) Diploma in Education: Open and Distance Learning. University of Zimbabwe Harare: Department of Teacher Education. ISBN 978- 1- 77920-065-5
  7. Muchenje, F., Gora, Ruth and Makuvaza, N. (2016). Interrogating the concept of time among the Shona: A postcolonial discourse. In Emeagwali, G. and Shizha, E. (Eds.) (2016). African Indigenous Knowledge and the sciences: Journeys into the present and past. (pp. 79-92). Rotterdam: Sense Publishers,
  8. Muchenje, F. (2017) Cognitive justice and Indigenous Knowledge Systems in the postcolonial classroom. In Shizha, E. & Makuvaza, N. (Eds.) Rethinking postcolonial education in Sub Saharan Africa in the 21st Century: Post Millennium Development Goals (pp. 69-84). Rotterdam: Sense Publishers. ISBN978-94-6300-960-7
  9. Rwodzi, M., Gotosa, K. & Muchenje, F. (2018). Advocacy for Carl Rogers’ humanistic perspective for post-colonial classroom practice in Zimbabwean schools: A focus on learner identity, development and the language of instruction. In F. Machingura and T. Chataika (Eds.) The intersection of ubuntu, education and ethics in Zimbabwe (pp. 66-76). Harare: University of Zimbabwe Publications. ISBN 978-0-7974-8428-3

Paper/ Article Publications

  1. Bondai, B. and Muchenje, F. Teachers’ Coping Strategies in Financial Difficulties: A Case Study of the ‘Classroom Tuck shop’ Phenomenon in Zimbabwean Urban Primary Schools in Norton’ Zimbabwe Journal for Educational Research Volume 20, Number 3, November 2008 ( pp. 261-279)
  2. Muchenje, F. Multicultural Education in Zimbabwean Primary Schools: An Agenda of Issues. Zimbabwe Bulletin of Teacher Education. Volume 14 (2) May 2008 (pp. 7-21)
  3. Goronga, P., Muchenje, F. and Bondai, B. The Impact Of Teachers’ Incentives In Boosting Morale In Zimbabwean Primary Schools: A Case Study Of Selected Schools In Chinhoyi Urban. Zimbabwe Journal Of Educational Research Volume 23 Number 2 July 2011 (pp 170-185).
  4. Rwodzi, M., Muchenje, F. and Bondai, B. Student Teacher Perceptions of the Role of Classroom Mentors on Attachment Teaching Practice: The Case at Morgan ZINTEC College. Zimbabwe Journal Of Educational Research Volume 23 Number3, November 2011 pp 236-258.
  5. Bondai, B., Gora, R. and Muchenje, F. Language and Gender: Implications on the Development of Female Self Concept in Zimbabwe. Zimbabwe Journal Of Educational Research Volume 24 Number 1 March 2012 pp13-24.
  6. Muchenje, F. (2012) A comparative analysis of the causes of primary school dropout in an urban and commercial farm setting in Norton area. Zimbabwe Journal of Educational Research Volume 24 (3) pp 322-328.
  7. Muchenje, F. (2012). Cultural Pluralism And The Quest For Nation Building In Africa: The Rationale For Multicultural Education. Journal For Sustainable Development In Africa Volume 14 (4) pp 70-81.
  8. Muchenje, F., Goronga, P. and Bondai, B. (2013) Zimbabwe’s language policy in education and the ‘ silenced voices’: A case study of Nyanja/ Chewa speaking pupils from Porta and Kintyre primary schools in Zvimba, Zimbabwe. Academic Research Volume 4 (2) pp 500-511.
  9. Muchenje, F., Gora, R. and Bondai, B. (2013). Constraints of private sphere responsibilities on availability of time to study: A case study of married women students at the University of Zimbabwe’s Faculty of Education. Academic Research International. Volume 4 (3) pp 513-525.
  10. Goronga, P., Dozva, M. and Muchenje, F. (2013). Teacher perceptions of triple-shift schooling system: A case study of Chikonohono primary school in Chinhoyi urban. International Journal of Social Science and Education. Volume 3 (4) pp 917-927.
  11. Muchenje, F. and Goronga, P. (2013). Education and the revitalization of indigenous knowledge systems in Africa: A paradigm shift in curriculum content. International Journal of Social Science and Education. Volume 3 (4) pp 886-894.
  12. Muchenje, F. and Heeralal, P.J.H. (2014). Teachers’ perceptions of the implementation of multicultural education in primary schools in Chegutu District, Zimbabwe. Journal of Social Science. Volume 41 (3) pp325-333.
  13. Muchenje, F. and Goronga, P. (2015) Developing strategies for the promotion of Indigenous Knowledge Systems in Africa’s Development: A perspective from the South. International Journal of Social Science and Education. Volume 5(4) 538-546.
  14. Muchenje, F. and Heeralal, P.J.H. (2016). Teachers’ views on the accommodation of students’ cultural diversity in curriculum instructional materials in use in primary schools in Chegutu district Zimbabwe. Journal of Social Science 47 (2), 142-150.
  15. Heeralal, P.J.H. and Muchenje, F. (2016). Classroom pedagogy and the accommodation of students’ cultural diversity: An analysis of teachers’ views from selected schools in Chegutu district Zimbabwe. International Journal for Innovation Education and Research 4 (10), 40-52.
  16. Muchenje, F. and Gora, R. (2016). Locating Zimbabwe’s language in education policy in the context of multicultural education: Perspectives of teachers from selected primary schools in the Chegutu District. NAWA Journal of Language and Communication 10 (1), 148-162.
  17. Moyo, S. and Muchenje, F. (2018) A case study of teachers’ perceptions of inclusive education in selected primary schools in Reigate District Bulawayo Zimbabwe. Zimbabwe Journal of Educational Research 30 (2), 218-231.

 

Chapters & Papers submitted and accepted for publication

  1. Muchenje , F and  Gora , R : A synthesis of approaches to multicultural education: Implications for practice in Zimbabwean primary schools. (being reviewed for University of Zimbabwe Publications)
  2. Gora , R and Muchenje, F : The relevance of Indigenous Knowledge Systems in the school curriculum: Issues and perspectives from the South.(being reviewed for University of Zimbabwe Publications)
  3. Gora , R. and Muchenje, F. Gender patterns on WhatsApp: A socio linguistic perspective (under review by NAWA Journal of Language and Communication)

Dr Oswell Hapanyengwi

Dean of Education

Dr Oswell Hapanyengwi

D.Phil (University of Zimbabwe); M.A. (University of Zimbabwe); BA (Hons),

Grad CE (University of Zimbabwe); CSNE (UNISE) CSNE (OSLO).

Publications

  1. Hapanyengwi-Chemhuru, O. (2019). Multiculturalism and class in Zimbabwe. In F. Mangena & J. D. McClymont (eds.). Philosophy, Race and Multiculturalism in Southern Africa (Seri. II. Vol. 22). The Council for Research in Values and Philosophy.
  2. Hapanyengwi-Chemhuru, O. and Chataika, T. (2018). Do academic grades really matter? Perspectives of parents, teachers and primary school learners in Mashonaland Central and Matabeleland South Regions. In F. Machingura and T. Chataika (eds). The Intersection of Ubuntu, Education and Ethics in Zimbabwe. Harare: UZ Publications.
  3. Makuvaza, N. and Hapanyengwi-Chemhuru, O. (2018). Chivanhu/Isintu and children’s philosophical dispositions to philosophise: Reflections on children’s inquisitiveness and a call for philosophy for children in Zimbabwe Primary Schools. In F. Machingura and T. Chataika (eds). The Intersection of Ubuntu, Education and Ethics in Zimbabwe. Harare: UZ Publications.
  4. Hapanyengwi-Chemhuru, O. and Makuvaza, N. (2017). Rethinking education in postcolonial Africa: Educating Munhu/Umuntu in Zimbabwe. In E. Shizha and N. Makuvaza (eds). Rethinking Post-Colonial Education in Sub-Saharan Africa in the 21st Century Post Millennium Development Goals. Rotterdam/Boston/Taipei: Sense Publishers
  5. Makuvaza, N. and Hapanyengwi-Chemhuru, O. (2017). Unpacking the ‘Relevance/Irrelevance of education problematic’ in Zimbabwe: A postcolonial discourse. In E. Shizha and N. Makuvaza (eds). Rethinking Post-Colonial Education in Sub-Saharan Africa in the 21st Century Post Millennium Development Goals. Rotterdam/Boston/Taipei: Sense Publishers
  6. Hapanyengwi-Chemhuru, O., Makuvaza, N, and Mutasa, J. (2016). Hunhu: making human rights education discourse relevant.  Africology: The Journal of Pan African Studies 9(2).75-88. Available at http://www.jpanafrican.org/docs/vol9no2/9.2-8-Oswell-final.pdf
  7. Hapanyengwi-Chemhuru, O. (2016). Music as a contested terrain in the dynamics of politics in Zimbabwe. In F. Mangena., E. Chitando and I. Muwati (eds.). Sounds of Life: Music, Identity and Politics in Zimbabwe. Cambridge: Cambridge Scholars Publishing Company.pp.145-164
  8. Hapanyengwi-Chemhuru, Chataika, T, and Dirwai, C. (2016). Quality of Education: Interrelationships between Learning Environments and Learning Outcomes and Child Development in Basic Education in Zimbabwe. Harare: Save the Children.
  9. Hapanyengwi-Chemhuru, O. (2015). Education for all in Zimbabwe: A critique. The African Symposium 15(1). Available at http://www.africanresearch.org
  10. Hapanyengwi-Chemhuru, O. (2015). Streaming: An analytic critique from the aim of education perspective. Indo-African Journal of Educational Research. Available at http://iajer.rstpublishers.com/full_view_46.jws
  11. Hapanyengwi-Chemhuru, O. (2015) Corporal punishment: A holistic consideration. International Journal of Social Science and Education 5(2). 252-261. Available at http://connection.ebscohost.com/c/articles/100432387/corporal-punishment-holistic-consideration
  12. Hapanyengwi-Chemhuru, O. and Makuvaza, N. (2014 August). Hunhu: In search of an Indigenous Philosophy for the Zimbabwean education system. Journal of Indigenous Social Development 3(1). 1-15. Available at https://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/33334/v3i1-01hapanyengwi-chemhuru.pdf?sequence=1
  13. Hapanyengwi-Chemhuru, O. and Makuvaza, N. (2014). Hunhu/ubuntu: Interrogating the concept. In M. Madondo, G. Museka and M. Phiri (eds.), The Presidential Commission of Inquiry (Nziramasanga Commission): Implementation Successes, Challenges and Opportunities vol 1. Harare: Human Resource Research Centre.
  14. Makuvaza, N. and Hapanyengwi-Chemhuru, O. (2014). Towards a hunhuist/ubuntuist philosophy of education in post-colonial Zimbabwe. In M. Madondo, G. Museka and M. Phiri (eds.), The Presidential Commission of Inquiry (Nziramasanga Commission): Implementation Successes, Challenges and Opportunities vol 1. Harare: Human Resource Research Centre.
  15. Hapanyengwi-Chemhuru, O. (2014). Foundations of modern education. Theory of Education. Diploma in Education (Primary): Open and distance learning. Harare: UZ Department of Teacher Education.
  16. Hapanyengwi-Chemhuru, O. (2014). Freedom and authority. Theory of Education. Diploma in Education: Open and distance learning. Harare: Department of Teacher Education.
  17. Hapanyengwi-Chemhuru, O. (2014). Comparative education. Theory of Education. Diploma in Education: Open and distance learning. Harare: Department of Teacher Education.
  18. Hapanyengwi-Chemhuru, O. (2014). Human rights and citizenship education. Theory of Education. Diploma in Education: Open and distance learning. Harare: Department of Teacher Education.
  19. Hapanyengwi-Chemhuru, O. (2014). The philosophy of hunhu as the philosophical foundation of Indigenous education. Theory of Education. Diploma in Education: Open and distance learning. Harare: Department of Teacher Education.
  20. Hapanyengwi-Chemhuru, O. & Chataika T. (2013). Enhancing Quality Learning Environment in Primary Schools in Zimbabwe Through “I’m Learning!” Programme. Harare: Save the Children.
  21. Hapanyengwi-Chemhuru, O. (2013, December). “Odera Oruka's four trends in African philosophy and their implications for education in Africa”. Thought and Practice: A Journal of the Philosophical Association of Kenya (PAK) New Series, 5(2). 39-55. Available at http://www.ajol.info/index.php/tp/article/viewFile/104303/94391
  22. Hapanyengwi-Chemhuru, O. (2013, July) Inclusion or integration: Towards conceptual clarity in the provision of Special Needs Education in Zimbabwe in Zimbabwe Journal of Educational Research 25(2).201-216
  23. Hapanyengwi-Chemhuru, O. (2013). Reconciliation, conciliation, integration and national healing: Possibilities and challenges in Zimbabwe. African Journal on Conflict Resolution, 13(1). 79-99. Available at http://www.accord.org.za/ajcr-issues/reconciliation-conciliation-integration-and-national-healing/
  24. Hapanyengwi-Chemhuru, O. and Makuvaza, N. (2013). Hunhu as the philosophical foundation of Mashona indigenous education. In O. Hapanyengwi-Chemhuru (ed.), Issues in Foundations of Education in Africa. Gweru: Booklove Publishers.
  25.  
  26. Hapanyengwi-Chemhuru, O. and Makuvaza, N. (2013). Rethinking the philosophy of technical and vocational education in Zimbabwe: Towards a holistic curriculum. In O. Hapanyengwi-Chemhuru (ed.), Issues in Foundations of Education in Africa. Gweru: Booklove Publishers.
  27. Makuvaza, N. and Hapanyengwi-Chemhuru, O. (2013). Philosophy, education and educatedness in Africa: A theoretical perspective. In Oswell Hapanyengwi-Chemhuru (ed.), Issues in Foundations of Education in Africa. Gweru: Booklove Publishers.
  28. Makuvaza, N. and Hapanyengwi-Chemhuru, O. (2013). Dominant paradigm of teaching and the effective/good teacher: A critique with special reference teaching and education in Zimbabwe. In O. Hapanyengwi-Chemhuru (ed.), Issues in Foundations of Education in Africa. Gweru: Booklove Publishers.
  29. Hapanyengwi – Chemhuru, O. and Shizha, E. (2012). Unhu/Ubuntu and education for reconciliation in Zimbabwe. Journal of Contemporary Issues in Education 7(2), 16-27. Available at https://ejournals.library.ualberta.ca/index.php/JCIE/.../15158
  30. Hapanyengwi, O. (2012). A Critique of Marx’s View on Religion: Religion is the Opium of the People. Saarbrucken: Lambert Academic Publishing
  31. Hapanyengwi-Chemhuru, O. (2011). Education in Zimbabwe. In Universal Periodic Review of the Republic of Zimbabwe. Marist International Solidarity Foundation (FMSI)
  32. Hapanyengwi – Chemhuru, O. and Shizha, E. (2011). Citizenship Education in Zimbabwe. In E. Shizha and M. T. Kariwo, (eds), Education and Development in Zimbabwe: A Social, Political and Economic Analysis (pp. 107-121). Rotterdam: Sense Publishers.
  33. Hapanyengwi, O. (2009), November. Why we should teach democracy in Africa. Zimbabwe Journal of Educational Research, 21 (3), pp. 375 – 391
  34. Hapanyengwi, O. and Dyanda, C. (2003). Skills and confidence in teaching. In F. Zindi, M. Nyota and R. B. Batidzirai (eds.) Improving Teacher Preparation: Teaching Practice Guide. Harare: SAPES. Pp 59 – 80
  35. Hapanyengwi, O. (2003). Modern trends in teaching practice. In F. Zindi, M. Nyota and R. B. Batidzirai, (eds.) Improving Teacher Preparation: Teaching Practice Guide (edit) Harare. SAPES. Pp 6 – 12
  36. Hapanyengwi, O. (2002). Justice and the land question: The historical experience of Zimbabwe. Journal of Peace, Conflict and Military Studies. Pp29-40
  37. Hapanyengwi, O. (2000). Secondary school teacher preparedness for the introduction of human rights education in the Midlands Province of Zimbabwe: Bulletin of Teacher Education. pp.38-46
  38. Hapanyengwi, O. (1998). Culture and environment: The present crisis in development. In M. Chiwome. M. and Z. Gambahaya (ed) Culture and Development: Perspectives from the South. Harare: Mond Books. Pp. 35 – 39.
  39. Hapanyengwi, O. (1998). A Synoptic View of the History of Special Needs Education in Zimbabwe. The Free Library
  40. Hapanyengwi, O. (1999) Through Zimbabwean Eyes: A Review of Hans M. Zell's Publishing in Africa in Now and in the Next Millennium, 1990s – 3000 CE53-54
  41. Hapanyengwi, O (1999) Universities, Research and Publishing in Africa: A view from Zimbabwe, in Now and in the Next Millennium, 1990s – 3000 CE.
  42. Hapanyengwi, O. (1995). A Critique of Education in Zimbabwe. In Education and Development in Zimbabwe: Strategies for the 21st Proceedings of the Conference organised by the Faculty of Education. University of Zimbabwe.
  43. Hapanyengwi-Chemhuru, O. (editor). (2013). Issues in Foundations of Education. Gweru: Booklove Publishers.
  44.  
  45. Hapanyengwi - Chemhuru, O. (2011). Philosophy of Education: Its Relevance to Teacher Education. Gweru: Booklove Publishers
  46. Hapanyengwi-Chemhuru, O. (in press). The Philosophical Foundation of Multicultural Education in Zimbabwe. A. Mamvuto, N. Makuvaza, P. Kwaira & F. Zindi (eds). Discourses in Education and Culture in Zimbabwe: Some Postcolonial Pedagogical Imperatives. Harare: UZP.

Books Published

  1. Hapanyengwi - Chemhuru, O. (2011). Philosophy of Education: Its Relevance to Teacher Education, Gweru: Booklove Publishers.
  2. Hapanyengwi, O. (2012). A Critique of Marx’s View of Religion: Religion is the Opium of the People. Saarbrucken: Lambert Academic Publishing.

  

Book Reviews

  1. Hapanyengwi, O. (1999) Through Zimbabwean Eyes: A Review of Hans M. Zell's Publishing in Africa in Now and in the Next Millennium, 1990s – 3000 CE Pp.53-54
  2. Hapanyengwi, O (1999) Universities, Research and Publishing in Africa: A view from Zimbabwe, in Now and in the Next Millennium, 1990s – 3000 CE, p.

Dr T. Chataika

Chairperson

Name:  Dr T. Chataika

Position:  Senior Lecturer

 Qualifications:  P.Hd (Sp. Ed); M.Ed Special Needs; B.Ed Special Education; Dip (Sp Ed)

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Research Interests: Inclusive Education, Disability awareness and disability mainstreaming in development processes, Disability politics, human rights and policy analysis, Disability, gender, theology, sexuality, HIV and AIDS, Disability and postcolonial theory, Indigenous knowledge systems, Community based rehabilitation and Qualitative research, focusing more on emancipatory disability research.

Publications

Journal Articles

 

1.Chataika, T. Mckenzie, J, A., Swart, E. & Lyner-Cleophas, M. (2012). Access to Education in Africa: Responding to the United Nations Convention on the Rights of Persons with Disabilities. Disability & Society, 27:3, 385-398.

 

2.Chataika, T. (2010) Inclusion of Disabled Students in Higher Education in Zimbabwe. In J. Lavia and M. Moore (Eds.) Cross-Cultural Perspectives on Policy and Practice: Decolonizing Community Contexts. New York: Routledge, pp. 116-131.

3.Chataika, T. (2008) Inclusion of Disabled Students in Higher Education in Zimbabwe: From Idealism to Reality – A social ecosystem perspective. Disability & Society, Vol. 23, 7, 677-678.

4.Mutepfa, M. M., Mpofu, E & Chataika, T. (2007). Inclusive Education Practices in Zimbabwe: Curriculum, Family and Policy Issues, Childhood Education, 83, 342-346.

BOOK CHAPTERS

 

1.Chataika, T. (in press). African Perspectives on Article 24 of the Convention on the Rights of Persons with Disabilities, McKenzie, J. A, In G. Quinn & C. O’Mahony (eds), The UN Convention on the Rights of Persons with Disabilities: Comparative, Regional and Thematic Perspectives. London: Sage.

2.Chabaya, O. and Chataika, T. (in press). Roles and Responsibilities of Supervisors and Research Students/Candidates. In S. Modesto (Ed). Preparing Your Dissertation/Thesis at a Distance: A Research Guide. Publisher: Commonwealth of Learning.

3.Chataika, T. (2012). Postcolonialism, Disability and Development. In D. Goodley and B. Hughes (Eds) Social Theories of Disability: New Developments and Directions. London: Routledge, pp. 252-269

4.Lawthom, R. and Chataika, T. (2012). Lave and Wenger, Communities of Practice and Disability. In D. Goodley and B. Hughes (Eds) Social Theories of Disability: New Developments and Directions. London:       Routledge, pp. 233-251.

5.Wazakili, M, Chataika, T., Mji, G., Dube, A.K. & MacLachlan, M. (2011) The Social Inclusion of Persons with Disabilities in Poverty Reduction Policies and Instruments: Initial Impressions from Malawi and Uganda. In A. H. Eide & B. Ingstad (Eds.). Disability and poverty: a global challenge. Bristol: Policy Press, pp. 15-29.

6.Chakuchichi, D., Nyaruwata, L. and Chataika, T. (2012). Leonard Cheshire Disability International Schools for All-Inclusive Education – Zimbabwe Evaluation Report. Harare: Leonard Cheshire Zimbabwe Trust (Lenard Cheshire Disability International).

 

7.Chataika, T. Mulumba, M., Mji, G. & MacLachlan, M. (2011). The African Policy on Disability & Development (A-PODD) Project in Uganda.       Dublin: A Centre for Global Health. Did What? Dublin: The Global Health Press (ISBN 978-0-9569011-1-8).

8.Chataika, T., Kallon, F., Mji, G. & MacLachlan, M. (2011). The African Policy on Disability & Development (A-PODD) project in Sierra Leone. Dublin: A Centre for Global Health. Did What? The Global Health Press (ISBN 978-0-9569011-4-9).

 

TRAINING MANUAL

1.Chataika, T. (2013). Gender and Disability Mainstreaming Training Manual. Harare: Disabled Women in Africa (Supported by the GIZ Sector Initiative Persons with Disabilities on behalf of BMZ).

Mrs Beatrice Bondai

 

Name:   Ms Beatrice Bondi

Position:  Lecturer

Qualifications: M.Ed Psychology (UZ); B.Ed English (UZ) Psychology C.E.(Secondary)(Gweru Teachers’ College an Associate College, University of Zimbabwe)    

Development.

This email address is being protected from spambots. You need JavaScript enabled to view it.

 Research Interests: Social Psychology, Educational Testing & Measurement, Cognitive Psychology, Counselling Psychology, Personality Theories & Personality Development, Language Development, Gender and Development

 

Publications

  • Bondai, B. and Muchenje, F. ‘Teachers’ Coping Strategies in Financial Difficulties: A Case Study of the Classroom Tuckshop Phenomenon in Zimbabwe Urban Primary Schools in Norton’, in Zimbabwe Journal of Educational Research, Vol. 20. No. 3, November, 2008, pp. 261 – 279.

 

  • Goronga, P. and Muchenje, F. and Bondai, B. ‘The Impact of Teacher Incentives In Boosting Teacher Morale In Zimbabwean Primary Schools: A Case Study Of Selected Schools In Chinhoyi Urban’. in Zimbabwe Journal of Educational Research, Vol.23 No. 2, July 2011, pp. 170-185.

 

 

  • Rwodzi M. and Muchenje, F. and Bondai, B. ‘Student Teacher Perceptions of the Role of Classroom Mentors on Attachment Teaching Practice: The Case at Morgan ZINTEC College’ in Zimbabwe Journal of Educational Research, Vol.23 No.3, November 2011, pp. 236-258.

 

  • Bondai, B. (2011). Physical Abuse of the Girl Child: An Investigation in Three Mutare Urban Secondary Schools. Lambert Academic Publishing, U.S.A.

  • Bondai, B.;Gora, R. and Muchenje, F. ‘Language and Gender: Implications on the Development of Female Self Concept in Zimbabwe’ in Zimbabwe Journal of Educational Research, Vol. 24 No.1, March 2012, pp.13-24.

  • Muchenje, F, Goronga, P and Bondai, B. ‘Zimbabwe’s Language Policy In Education and the Silenced Voices: A Case Study of Nyanja/Chewa Speaking Pupils from Porta and Kintyre Primary Schools in Zvimba, Zimbabwe’ in Academic Research International, Vol. 4 No.2, March 2013,pp.500-511.

 

Mrs J. Mutasa

 

M.Ed Special Needs Education; B.Ed Special Needs Education; Dip in Special Education

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Research Interests: Disability and Inclusive Education, Etiology of Disabilities, Language and communicative disorders, Disability and HIV and Aids and Counselling persons with disabilities.

Publications

1.Mutasa, J. (2000). Challenges that Educators meet when teaching Children with hearing impairment at resource units in Harare, Zimbabwe. In Disability and Society. (Referred Journal) Volume 15 No. 6 pages 925-943-18 pages.

2.Mutasa, J. Experiences of educating a deaf blind child in Zimbabwe- deaf blind education. Journal of the International Associations for the Education of the Deaf Blind, Ouartely magazine (1990).

3.Mutasa, J. Education and awareness campaigns on deal blindness in Zimbabwe. Journal of The International Association for the Education of the deaf blind, Ourtely magazine. Article 3 No 9: July- December 1991. Issues [page 14 “Orebro” 19, The quality of Life.

4.Chimedza, R. and Mutasa, J. (2006.) Some Linguistic and cultural aspects of deafness. SPED 309. Harare, Zimbabwe Open University.

5.Chakuchichi, D. D., Mapepa, P. and Mutasa, J. (2008). Life Skills and Support Services. MSE 505, Harare, Zimbabwe Open University.

6.Mutasa, J. and Tafan’ombe, J. (2009).Disability in the Social Context. MSE 508, Harare., Zimbabwe Open University.

7.Maunganidze, L. Mberi, D. and Mutasa, J. (2009). Counselling Possibilities for DPhil Students at Zimbabwe Open University. DEASA Workshop Paper, (Jan, 2009) Accepted paper.

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