“Who does this history curriculum want you to be?”: Representation, school history and curriculum in Zimbabwe.
Abstract
This paper looks critically at representation in the history curriculum of Zimbabwe
in relation to the production of subjectivity and identity that the government
hopes will fulfil the quest for nationhood. It finds that content selection is skewed
towards promoting a dominant group while syntactic knowledge is manipulated
to make students be what the state wants them to think and be. Furthermore, the
examinations reinforce the dominance of a single group by privileging metaphors
that emphasize a selective narrative. The paper argues that the adoption of critical
modes of address that promote critical pedagogic practice can help both the
teachers and their students transcend the narrow specifications of the nationalist
curriculum. This requires that the school history curriculum should be treated as
a political performance which must be appraised beyond the written surface of its
textuality as to uncover the unconscious and constraining representations in it. In
this way teachers are likely to contribute new sentences, not oft-repeated ones, to
that unending dialogue between the present and the past which is history.