Although scholars acknowledge that instructional materials are a vehicle for norms, values and models of social behaviour through the representations and constructions that they contain (Brugeilles & Cromer 2009:6), ChiShona literary prescribed instructional materials have never been vetted for gender messages the representations of the characters in the novels communicate to pupils and the possible educational implications of the gender messages in the novels, to pupils. This article sets out to qualitatively explore, through content and discourse analysis in terms of gender depiction, the statuses of characters in purposively sampled Zimbabwean Ordinary Level 2010-2015 prescribed ChiShona Old World literary texts. It aims to decipher what messages the statuses of the characters convey to 'O' Level pupils. It focuses specifically on the statuses of characters generally categorized as protagonists, heroes/ heroines and villains. Findings reveal the depiction of characters is to a large extent sexist. There are forms of gender bias against female characters. As a result, the novels tend to provide positive role models for the boy pupil at the expense of the girl pupil. Overall, the study recommends that biased gender portrayals needs to be addressed through a broad based and gender-sensitive discourse in the classroom in the teaching of ChiShona Old World Novels.

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