Transcending gender dichotomy through art teacher education in Zimbabwe

Abstract

Zimbabwe is a patriarchal society characterized by gender dichotomy and male domination that permeates through social, educational and domestic spheres resulting in numerous challenges for art teacher education students. Expanding critical consciousness within art teacher education programmes is an imperative step towards developing art teachers who are self-aware and reflexive concerning the intersections of gender, art and education. This study investigated how engagement with visual art can provoke a heightened critical awareness about gender bias, stereotyping and equity among Zimbabwean art teacher education students. Sixteen selected art teacher education students (eight males and females) at the Great Zimbabwe University participated in the study. Participants were guided by researcher-constructed prompts for purposes of image making, interpretation and dialogue. Visual discourse analysis of the students’ visual narratives and discourse analysis of focus group transcriptions revealed several themes as well as evidence of critical reflection and expanded critical awareness related to gender issues. Visual and dialogic methods offer promise for critical engagement and reconciliation of tensions surrounding issues of gender amongst art teacher education candidates.

Curriculum innovation implementation for industrialization: A case of education 5.0 pre-service science and mathematics teacher preparation

“…Based on this, MHTESTD has established new goals to develop the ministry into a creative and industrial center, with the ultimate aim of elevating Zimbabwe's economy to the upper middle class by the year 2030. So, the idea is to turn out creative graduates with an eye toward industry (Dziwa & Postma, 2020). The 2018 Zimbabwe National Critical Skills Audit (MHTESTD, 2018a) places a focus on bolstering science and technology to fulfill the innovation and industrial objectives of Education 5.0.…”