Journal of Cultural Heritage and Development
The Journal of Cultural Heritage and Development focuses on the nexus between culture, heritage and development. Its primary purpose is to publish original articles that relate to the safeguarding, preservation, promotion, and awareness of all forms of cultural heritage within a broad framework. It provides a platform for academics and other professionals interested in the fields of culture, heritage, and development who wish to contribute to related disciplines.
Towards preservation and safeguarding cultural heritage for socio-economic development: A case of Pupu battlefield monument in Zimbabwe
Cultural heritage plays a critical role in shaping national identity and fostering community cohesion. The research seeks to examine how preservation of the Pupu battlefield monument can contribute to fostering a sense of local identity, social cohesion, and national pride among the people of Zimbabwe. It also seeks to explore effective preservation and maintenance strategies for safeguarding the Pupu battlefield monument and its surrounding environment. The research examines the potential economic benefits that can be derived from the monument and also how specific tourism products can be developed. The research will also attempt to establish how the battlefield monument’s interpretation of liberation heritage contributes to broader national dialogues on nation-building and historical justice in post-colonial Zimbabwe. The paper adopts a qualitative research approach, which ensures understanding community perspectives and social values. A case study research design was used to focus specifically on the Pupu battlefield monument allowing for in-depth, contextual understanding of the preservation efforts and their local impacts. Semi-structured interviews with a diverse range of stake holders was used. Findings indicate that the preservation of the battlefield monument can contribute to restoring cultural pride and national identity especially in a post-colonial context if managed inclusively. Preservation efforts could also create local employment opportunities and stimulate economic activities. The research found that preservation and safeguarding of the Pupu battlefield monument, a significant site of liberation heritage in Zimbabwe, is critical for both social cohesion and economic development.
Copyright (c) 2026 Nkosilathi Sibanda https://creativecommons.org/licenses/by-nc-nd/4.0
Baobab-Sisal Crafting as Livelihood Option for Women Entrepreneurs in Climate-Change affected areas
This qualitative study explores the transformative potential of baobab-sisal crafting as a climate-resilient livelihood strategy for rural communities, with a focus on women's agency and empowerment in community-based entrepreneurship. Situated in selected villages in Manicaland Province, Zimbabwe, this research examines the intersections between creative entrepreneurship, household income, food security, and rural tourism development in the context of climate change. Employing a triangulated data collection combining in-depth interviews, participant observation, and focus group discussions (FGDs), this study engaged with nine (9) female crafters selected from the five villages in Chimanimani District, yielding insights into the complex dynamics of baobab-sisal crafting as a livelihood strategy. The findings reveal that baobab-sisal crafting enhances household income and food security, catalyzes rural tourism development, and contributes to poverty reduction and economic empowerment. Innovative value chain development for baobab-sisal products, such as mauyu/baobab mats and ‘baobab-sisal blankets,’ is identified as a critical lever for accessing local and international markets. This research contributes to the discourse on community-based creative entrepreneurship and sustainability as climate change adaptation and mitigation strategies, highlighting the imperative of contextualizing livelihood resilience within complex environmental, social, and economic factors. It was discovered that every year, women entrepreneurs ensure the progress of baobab-sisal trade through sustainable selective extraction of baobab barks and sisal fibers
Copyright (c) 2026 Godfrey Makandwa, Andrew Mutingwende https://creativecommons.org/licenses/by-nc-nd/4.0
Indigenous Languages as Intangible Cultural Heritage in the Global Specialised Domains: A Case of Zimbabwe
The study explores the role of the Zimbabwean Indigenous languages as intangible cultural heritage in specialised global fields. It notes that the hegemonic nature of English has relegated indigenous languages to a marginalised position in key areas, hindering their ability to pass on cultural knowledge to future generations, thus slowing down global participation of their users and threatening the existence of the vital cultural heritage. This inquiry is grounded in the Sankofa principles and the 2003 UNESCO Convention for the Safeguarding of Intangible Cultural Heritage, with a focus on safeguarding and promoting languages and customs. Key informants such as indigenous language speakers, cultural specialists, teachers, learners, and elderly community members were purposively selected to participate in this study after obtaining their informed consent. The study used the qualitative research design. Thematic analysis was employed to analyse data that were gathered through interviews, focus groups, and document analysis. The findings revealed the need to develop terminology and customised digital tools for the Indigenous languages so that they remain relevant in the global specialised fields. The study recommends collaboration of relevant stakeholders in the adoption of practical strategies towards language raising in specialised domains and the use of the indigenous languages together with English to enable the users to participate in global developmental issues. Furthermore, to break the dominance of English, the Ministry of Primary and Secondary Education (MoPSE) and the Ministry of Higher and Tertiary Education, Innovation, Science and Technology, as gatekeepers of quality education, should treat indigenous languages as tools for administration, technology, and economic power.
Copyright (c) 2026 Laurencia Viriri https://creativecommons.org/licenses/by-nc-nd/4.0
The Intercessional Role of Music Among the Kalanga And Nyai- Shona People
This paper explores the intercessional role of music among the Kalanga and Nyai-Shona people found in Botswana and Zimbabwe, respectively. The main aim of the research was to examine how the Kalanga of Botswana and the Nyai-Shona people of Zimbabwe intercede for rain. The paper analyses the lyrics of “Mvura Ngainaye” by Thomas Mapfumo, a Zimbabwean Shona musician, and “Phondanyama” by Ndingo Johwa, a Motswana Kalanga musician based in Botswana. We argue that the Kalanga and Nyai-Shona are the same people, even though they reside in different countries and speak related language varieties. The two selected songs are the connecting thread for our argument. Anchored on the Afrocentricity theory, the study employed an emic-ethnographic approach and a qualitative research design. The two musicians and the two songs analysed in the study were purposively sampled. Data were mainly collected through the analysis of the lyrics of the two pieces. Additional information was sourced through interviews with Ndingo Johwa, since he sings in Kalanga, a language which is not spoken by the current researchers. The lyrics of the two songs were subjected to critical discourse analysis. Leitmotifs were identified and data categorised according to the identified leitmotifs. Findings reveal that musical practices serve as a medium for communication with the divine and offer a means of expressing individual and collective identity among the Kalanga and the Nyai-Shona people. There are several similarities in the way the Kalanga and the Nyai-Shona intercede for rain. For instance, they both make direct appeals to Mwari/Mngwali and intercede for rain through spirit mediums and ancestral spirits. These similarities, among others, seem to point to a common cultural origin. This study contributes to the literature on the role of music in society as well as the fields of musicology, anthropology and decolonial studies, among other benefits.
Copyright (c) 2026 Andrew Dzvore, Mr https://creativecommons.org/licenses/by-nc-nd/4.0
African Indigenous Knowledge Systems and the Decolonial Project: Towards a Genuinely Heritage-Based Education 5.0 Curriculum in Zimbabwe
There seems to be a paucity of literature, particularly on the confluence of African Indigenous Knowledge Systems (AIKSs) and the decolonial project within Zimbabwe’s higher and tertiary education curriculum (herein equated to the Heritage-Based Education 5.0 curriculum). Hence, the current reflection explores the philosophical interface between AIKSs and the decolonial agenda towards a genuinely Heritage-Based Education 5.0 curriculum in Zimbabwe. This reflection is secondary research considered handy where field inquiry is seen to yield little value. Secondary research was preferred because this reflection is predominantly data selection, not data collection. Secondary research was also chosen ahead of field inquiry because documentary evidence is readily available, cost-effective, and the process of data selection is unobtrusive (non-interfering/non-disruptive) and non-reactive (unaffected by the research process). The current reflection is informed by Afrocentrism (sometimes called the Afrocentric Theory) - a principle consistent with the African renaissance, Africanisation agenda, heritage-based philosophy, and decolonisation of education. To foster a shared understanding with the readership, the paper reconceptualises AIKSs and the decolonial project upon which it unravels the two often conflated notions of decoloniality and decolonisation. It is at this juncture that the paper estimates the decolonial potential of AIKSs, concluding that AIKSs are, on the whole, replete with decolonial proclivities. Expediting the integration of AIKSs into Zimbabwe’s Heritage-Based Education 5.0 curriculum, therefore, serves to urgently decolonise higher learning towards indigenous-oriented innovation and industrialisation. The paper, therefore, recommends the formulation of a clear and comprehensive policy framework tailored to guide and expedite the integration of AIKSs into Zimbabwe’s Heritage-Based Education 5.0 curriculum with a view to advancing the decolonial agenda consistent with indigenous-oriented innovation and industrialisation.
Copyright (c) 2026 Rodwell Kumbirai Wufa https://creativecommons.org/licenses/by-nc-nd/4.0
Reclaiming Africa's Dietary Heritage: Unpacking the Climate Resilience and Nutritional Benefits of Svoboda in Zimbabwe
The decline of traditional food systems in Sub-Saharan Africa, including Zimbabwe, has exacerbated farmers' vulnerability to climate change. Despite the abundance of research on known small grains like rapoko (finger millet), sorghum, and millet, the efficacy of svoboda (barnyard millet), a near-extinct small grain crop, has been overlooked. Traditionally cultivated in Manicaland and Masvingo Province for its adaptability and high nutritional benefits (International Plant Genetic Resources Institute, 2019), svoboda (grain size: 1.5-2.5mm) remains a treasured heritage crop among a few elderly farmers. This qualitative study, conducted in Bikita and Marange Districts, picking 8 participants (3 farming households and 1 expert from each district) were snowballed to explore svoboda's climate resilience, nutritional profile, and potential to enhance food security, rural development, and environmental sustainability through in-depth interviews and field observations with adult communal farmers. The districts were chosen because they are among those adversely and constantly affected by climatic changes apart from their historical significance in svoboda growing. The findings advocate for targeted campaigns to revitalize svoboda cultivation, leveraging dry-land agriculture to promote climate resilience and nutritional well-being. As farming communities shift towards modern foods, the nation's food security, sovereignty, and cultural heritage are compromised. Revitalizing svoboda offers a unique opportunity to reclaim Africa's dietary heritage and promote sustainable development.
Copyright (c) 2026 Andrew Mutingwende https://creativecommons.org/licenses/by-nc-nd/4.0
Museums as Pedagogical Spaces in the Implementation of Zimbabwe's Heritage-Based Curriculum: Teachers' Perspectives
Through the Secretary's Circular Number 4 of 2024, the Ministry of Primary and Secondary Education in Zimbabwe announced the adoption of the Heritage-Based Curriculum Framework for 2024-2030. This program stands aligned with Vision 2030 and is aligned with the National Development Strategy One (1) and Two (2). Its fundamental principle is to create an education system that leverages on heritage-based education to produce goods as well as services in the economy's value chain. This adopted new approach in Zimbabwe's education system presents an opportunity for museums as well as heritage sites to serve as complementary learning spaces that improve the effective application of heritage-based learning. Museums offer students an opportunity to handle as well as study real objects and artifacts, which fosters problem-solving as well as interaction with others, thus making them valuable supplementary learning spaces. If properly utilised, museums have the capacity to enrich education by providing the much needed access to history, culture, and heritage-based technology and innovation. Engagement with museum artifacts enhances students' interest as well as improving learning outcomes across varied subject areas. This study thus explores how heritage sites, museums as well as monuments can enhance heritage-based learning, mostly in secondary schools, given the challenge that most teachers as resource persons in these schools are mainly trained not in history or heritage disciplines. This research therefore investigates the perceptions of secondary school teachers in Masvingo urban government schools in regards to the use of museums and heritage sites as complementary learning spaces. Through the use of qualitative research methods, this study reveals that regardless of existing challenges, teachers have a positive perception of museum-based learning, recognising its role in fostering fact-based education and providing a dynamic, hands-on teaching and learning environment. This then highlights the potential need for museums and heritage sites to effectively support the demands of Zimbabwe's heritage-based curriculum (2024-2030).
Copyright (c) 2026 Muchengeti Michael Rukudzo Rukara https://creativecommons.org/licenses/by-nc-nd/4.0
It is with great pleasure that we introduce Volume 2, Issue 1 of the Journal of Cultural Heritage and Development — a collection of eight rigorously peer-reviewed contributions that explore African heritage, livelihoods, languages, and pedagogies as dynamic, living resources for addressing some of the most pressing challenges of our time: climate change, educational transformation, digital disruption, and the unfinished project of post-colonial nation-building. The opening study, Baobab Sisal Crafting as a Climate-Resilient Livelihood for Women Entrepreneurs in Chimanimani District, demonstrates how creative enterprise rooted in local ecological knowledge can simultaneously bolster household income, enhance food security, and stimulate rural tourism, all while ensuring the sustainable use of protected baobab and sisal species. It offers a compelling model of how heritage-based livelihoods can bridge economic empowerment and environmental stewardship. In Reclaiming Africa’s Dietary Heritage, the authors turn attention to Svoboda, a nearly forgotten small grain cultivated in Bikita and Marange. Their work makes a powerful case for the revitalisation of this indigenous crop as a pathway to climate adaptation, nutritional security, food sovereignty, and the restoration of Africa’s gastronomic identity, reclaiming not just a seed, but a legacy. Shifting to the educational sphere, Museums and Heritage Sites as Pedagogical Spaces under Zimbabwe’s Heritage-Based Curriculum Framework examines the perceptions and practices of teachers in Masvingo urban schools. Despite persistent resource and training constraints, the study reveals a strong consensus among educators that museum-based learning offers a potent complement to formal classroom instruction, enriching the curriculum with lived heritage and experiential depth. Anchored in Afrocentric epistemology, the article The Intersectional Role of Music uncovers shared practices of musical rain-intercession across communities, proposing that these common rituals point to deep cultural continuities that transcend colonial borders, which is a timely reminder of heritage’s power to unite rather than divide. The digital turn takes centre stage in From Ritual to Revenue, which interrogates how online platforms are reshaping the mbiya trade within apostolic sects. Through social media, mobile money, and e-commerce, sacred objects are increasingly commodified, a case of democratising access while simultaneously provoking critical questions about authenticity, spiritual authority, and the ethics of commercialising the sacred. Preservation of the Pupu Battlefield Monument offers a reflective case study in liberation heritage. It illustrates how inclusive and community-engaged preservation can catalyze national identity, social cohesion, local employment, and deeper dialogues on historical justice in post-colonial Zimbabwe, in some way demonstrating that remembering is also a form of repair. Finally, Zimbabwean Indigenous Languages as Intangible Cultural Heritage confronts the enduring hegemony of English, calling for the deliberate development of terminology and the creation of customised digital tools to safeguard and revitalise indigenous languages. In doing so, it affirms that linguistic diversity is not merely a cultural asset but a cornerstone of epistemic justice and inclusive development. Taken together, these contributions affirm a central thesis: heritage is not a static relic of the past, but a vital, adaptive resource for forging sustainable, just, and culturally grounded futures. We extend our deepest gratitude to our authors for their intellectual rigour, to our reviewers for their discerning engagement, and to our readers for their continued investment in this scholarly endeavour. As we embark on this second volume, we remain committed to amplifying African voices, decolonising knowledge production, and advancing heritage as a force for transformative change.
Copyright (c) 2026 Josiline Chigwada , Jacob Mapara https://creativecommons.org/licenses/by-nc-nd/4.0
From Ritual to Revenue: The Influence of Digital Platforms on the Mbiya Trade and Spiritual Practices in Johanne Masowe Apostolic Sects
In Zimbabwe’s digital age, sacred traditions face unprecedented transformation. The intersection of digital technology and religious commerce represents a critical frontier in understanding contemporary African spirituality. This study explores how digital platforms reshape the mbiya (sacred clay plates) trade and spiritual practices within Johanne Masowe Apostolic sects (JMAS), converting sacred clay plates into digital commodities. Mbiya plates, traditionally central to healing rituals and spiritual protection in African Indigenous Churches (AICs), have experienced a fundamental shift from localised, ritual-bound objects to commodified digital merchandise accessible through social media platforms, mobile money systems, and e-commerce channels. Through a qualitative approach, this research interrogates how digitalisation has reconfigured the sacred-profane boundary, altered power dynamics within apostolic hierarchies, and created new forms of spiritual entrepreneurship. The study demonstrates how digital platforms function as active agents that reshape religious practice, commercialise sacred objects, and democratise access to spiritual capital whilst simultaneously raising concerns about authenticity, exploitation, and the erosion of traditional spiritual authority. Findings indicate that digitalisation has created a paradox: expanding access to spiritual resources whilst potentially commodifying and diluting their sacred significance. Recommendations address policy frameworks for regulating digital religious commerce, ethical guidelines for spiritual entrepreneurs, and strategies for balancing tradition with technological innovation in African religious contexts. The study contributes to scholarly debates on digital religion, African Christianity, and the political economy of spirituality, offering insights relevant to religious studies, anthropology, and digital sociology.
Copyright (c) 2026 Onias Matumbu, Maxwell Kutama https://creativecommons.org/licenses/by-nc-nd/4.0
Masculinity influences on Massively Multiplayer Online Role-Playing Games (MMORPGs) among students from selected State Universities in Zimbabwe
The purpose of this study was to determine the impact of masculinity on student participation and experiences in Massively Multiplayer Online Role-Playing Games (MMORPGs) among selected students at state universities in Zimbabwe, with a specific focus on League of Legends. Through a mixed-methods study of 750 students across three universities, the research demonstrates that hegemonic masculinity plays an influential role in male students' gaming preferences, player character choices, and social behaviours. The results suggest that online gaming spaces in Zimbabwe are characterised by hyper-masculinity and are hyper-male environments, which see masculine stereotypes and behaviours both reinforced by the structure of game design and social interactions within them. Typical social norms and hegemonic masculine profiles are reproduced in gameplay, where female players are more likely to choose a role of a gender neutral or fluid character who becomes subjected to marginalisation. Connell’s use of theory, constructed as hegemonic masculinity, reveals the extent to which gaming practices are structured by culture and how gender norms in media perpetuate inequities across digital spaces. The findings underscore the need for initiatives to counter hegemonic masculinity and the creation of gendered meanings in gaming by designing game interventions that promote inclusiveness and diversity, thereby fostering more equitable gaming communities. These contributions can further our understanding of virtual gender dynamics in Africa and shed light on potential measures to promote the development of inclusive e-gaming environments.
Copyright (c) 2025 James Gonese, Augustine Jeke https://creativecommons.org/licenses/by-nc-nd/4.0
As we unveil this second issue of Volume 1 of the Journal of Cultural Heritage and Development, we are reminded that heritage is not static, nor is it a relic of the past that belongs to the dustbins of history and dark and dim memories. It is a living, often contested, but profoundly generative institution and pillar of humanity. The nine contributions that are featured in this issue collectively illuminate a central truth: sustainable development in postcolonial contexts like Zimbabwe cannot proceed without a profound reckoning with how knowledge is produced, whose knowledge counts, and how heritage is valued and safeguarded. These articles cut across diverse domains such as climate resilience, mental well-being, digital culture, education, linguistic identity, and archaeological governance. What features prominently is that these articles converge on a common and resonant theme: that Indigenous Knowledge Systems (IKSs), cultural practices, and decolonial epistemologies are not vestiges of the past but are vital resources for navigating contemporary and future challenges.
Copyright (c) 2025 Professor J. Mapara, Dr. J. Chigwada https://creativecommons.org/licenses/by-nc-nd/4.0
The Place of African Indigenous Knowledge Systems in Zimbabwe’s Education 5.0 Curriculum: Insights from Lecturers at a Selected Teachers’ College in Harare
This hermeneutical study sought to estimate the value of African Indigenous Knowledge Systems (AIKSs) in Zimbabwe’s higher and tertiary education. Thus, it assessed the interface of AIKSs and the country’s higher and tertiary education curriculum, which, in essence, is the Education 5.0 curriculum. The study was informed by Gade’s theory of ‘narratives of return’ and the Sankofa principle, cognate ideals that look into the past for solutions to problems currently vexing Sub-Saharan Africa in general and Zimbabwe in particular. This study employed the qualitative approach and adopted the case study design. Interviews were conducted with six lecturers purposively sampled from one selected teacher’s college in Harare. The in-depth individual face-to-face interview was the chief data-generation instrument, buttressed by document analysis to permit the triangulation of findings for credibility and trustworthiness of results. It was discovered that participants (college lecturers) possess a sound understanding of the concept AIKSs, which presents a good starting point for integration of the same into Zimbabwe’s Education 5.0 curriculum. Participants communicated their appreciation of the benefits that come with integrating AIKSs into Zimbabwe’s Education 5.0 curriculum. Thus, AIKSs contribute immensely to heritage-based problem-solving, creativity, innovation, industrialisation, and national development. However, some participants noted potential drawbacks of this integration agenda. Hence, they suggested, inter-alia, the involvement of indigenous communities, curriculum modification to foster respect for AIKSs, re-orientation of educators to the dictates of AIKSs, development of relevant text material, and integrating AIKSs into education starting from Early Childhood Development. Participants also suggested government support at policy level, and monitoring and evaluation. The study, therefore, recommends an elaborate, comprehensive, and progressive policy framework tailored to tweak and expedite implementation of the agenda for integrating AIKSs into Zimbabwe’s Education 5.0 curriculum. This in the end fosters educational contextuality, instructional relevance, heritage-based creativity, indigenous-oriented innovation, and locally based but globally competitive industrialisation.
Copyright (c) 2025 Rodwell Kumbirai Wuta https://creativecommons.org/licenses/by-nc-nd/4.0
This paper examines the toponym Mulungushi, a name that is slowly becoming popular in Zambia’s urban toponymic landscape. We begin by tracing the origin and/or importance of the name. Next, we identify the features that have been named Mulungushi in Zambia, and establish the informing ideology that underpins the choice of this name for the identified national features. The data for the study were collected mainly through documentary analysis, and also through semi-structured interviews of selected participants thought to be privy to the post-independence era, particularly the period from 1964 to 1970. The study found that the toponym Mulungushi is associated with nationalization and industrialization, in addition to serving as an enduring and unalloyed reminder of the urgent need for an economic manumission and (re)generation that characterized Zambia under Kenneth Kaunda’s rule during the independence euphoria and zeitgeist. We used the Critical Toponymic theory to contend that the drive to inscribe this toponymy to the urban toponymic landscape is engineered by the desire to inform and remind of the nationalization and industrialization drive that characterized Zambia immediately following independence, the ultimate aim being to harness and foster the same mood in the present state in a bid to bring about the much-desired economic emancipation in the country.
Copyright (c) 2025 Khama Hangombe, Jive Lubbungu, Bitches Chinyana https://creativecommons.org/licenses/by-nc-nd/4.0
Decolonising Education in Postcolonial Zimbabwe: Context and the Way Forward
The current reflection comes against the backdrop of coloniality; a cancer presently bedevilling education in Sub-Saharan Africa in general and Zimbabwe in particular. Coloniality is the colonial logic herein construed as the dark side of Euro-North American-centric modernity. Guided by the ‘postcolonial’ and ‘narratives of return’ theories, this secondary research explicates the context of coloniality within the Zimbabwean society in general and the country’s education system in particular. In the process, the paper reveals the impact of colonialism on, inter-alia, African history, power, epistemology, being, culture, religion, and heritage. It is against this background that the current reflection expounds the generic concept of decoloniality upon which it explores the possibilities of decolonising Zimbabwe’s education system. Decolonial ideals include but are not limited to the philosophy of African redemption, African renaissance, Unhu/Ubuntu, heritage-based philosophy, and Africanisation - most of which repose within Gade’s ‘narratives of return’ theory. It becomes permissible, therefore, to argue that customising Zimbabwe’s education curricula in accordance with Gade’s ‘narratives of return’ serves to effectively decolonise her education so that her paideia is in the end geared towards heritage-based creativity and innovation leading to indigenous-oriented but still globally competitive industrialisation. This penchant for decolonial ideals is, on the whole, exigent for reclaiming, restoring, repairing, rediscovering, and redefining the Afro-Zimbabwean history, power, knowledge, being, culture, religion, and heritage for posterity. It is, thus, recommended that decolonial ideals take centre stage in Zimbabwe’s postcolonial education system.
Copyright (c) 2025 Beatrice Chipo Ncube, Dr. R. K. Wuta https://creativecommons.org/licenses/by-nc-nd/4.0
Linguistic Adulteration of the Shona Culture? An Ubuntu Perspective
Zimbabwe constitutionally recognises sixteen (16) languages. Of these officially recognised languages, only English is a foreign language. Be that as it may, its hegemony is all over the country as the de facto lingua franca. Against that backdrop, this paper argues that the dominance of the English language has corrupted lived and liveable philosophies such as Ubuntu/Unhu. Utilising the Shona people as its case study and guided by the Ubuntu/Unhu philosophy, this paper holds that the multilingual situation whereby English dominates the language landscape, though critical in bridging communication gaps, has far-reaching consequences in as far as upholding people’s Ubuntu/Unhu and culture is concerned. This argument is guided and informed by the socialist perspective and the lingo-culturalists’ standpoint that language is not only a means of communication but also a carrier of culture and a purveyor of political thought and ideology. This treble characteristic of any language, which English is not an exception to, has culminated in it exuding cannibalistic tendencies on the indigenous languages’ thoroughgoing cultural nuggets such as Ubuntu/Unhu. Since Ubuntu/Unhu focuses on the whole person in terms of upbringing, the assimilation and continuous use of English throughout various spheres of life has perpetuated cultural genocide. By opting for English wherever culturally sensitive topics are debated, foreign norms, values and beliefs are (un)consciously spewed to avoid culturally sensitive words in the vernacular. Though the intention is to censor what are termed unprintable words in the vernacular, the consequences of the fluid identities are far-reaching in as far as upholding Ubuntu/Unhu is concerned since cultural groundings are slowly being eroded. Though this study focuses on the effects of English culture and language on Shona, the writer acknowledges the impact that other languages in Zimbabwe have.
Copyright (c) 2025 Nancy Nhemachena https://creativecommons.org/licenses/by-nc-nd/4.0
Conflicting Values and the Preservation of Heritage Sites: Case Studies from Masvingo, Zimbabwe.
This paper examines how conflicting values surrounding heritage sites compromise heritage preservation efforts. Focusing on the Masvingo Provincial Heroes Acre, Musimbira National Monument, Old Fort Victoria, and the Providential Pass in Masvingo, Zimbabwe, this paper explores how different actors are using the sites, the impact of the use on their preservation and the various ways in which actors can collaborate to preserve the sites. To gain a deeper understanding of the conflicting values associated with heritage sites, site visits, archival research, and semi-structured interviews were employed. The sites were visited in three different years. Archival research involved the use of journal articles and textbooks. A total of thirteen research participants were selected for the study using a purposive sampling method. Semi-structured interviews were conducted with staff from the National Museums and Monuments of Zimbabwe (NMMZ), small-scale miners, and farmers with maize fields at Masvingo Provincial Heroes Acre, as well as local communities surrounding Musimbira National Monument. The results of the research indicate that a heritage site can be utilised differently by many people, and this compromises the conservation of the site. The Masvingo Provincial Heroes Acre, Musimbira National Monument, Old Fort Victoria, and the Providential Pass were affected in many ways due to the various activities happening around them. The study also found that little effort is being made to protect the sites from damage. The paper argues that the preservation of heritage sites is of importance, depending on how the sites are valued. The research is essential in that it reflects the various purposes a heritage site serves and the impact on its preservation.
Copyright (c) 2025 Tendai Zihove https://creativecommons.org/licenses/by-nc-nd/4.0
Development versus Heritage: Evaluating the effectiveness of Archaeological Impact Assessments in Zimbabwe
In Zimbabwe, archaeological heritage is facing increasing threats from infrastructure development such as mining, agriculture, and climate change. Archaeological Impact Assessments play a crucial role in managing these threats by verifying that development projects take into account cultural heritage before they disturb the ground. Despite this, the impact of AIAs in Zimbabwe is still being studied, with a focus on their implementation, enforcement, and long-term sustainability. This research examines the success of AIA projects in Zimbabwe, exploring their potential to safeguard cultural heritage while also accommodating socio-economic development demands. The research takes a qualitative research approach utilising surveys and in-depth interviews with key stakeholders including archaeologists, heritage managers, Environmental Management Agency personnel and developers. Recent AIAs involving mining concessions, road expansion, dam construction, or other projects are case-studied to determine compliance levels and stakeholder engagement. Additionally, the success of mitigation is evaluated through these factors. The research reveals that while AIAs are legally obligated, the execution is not consistent as certain projects are fully in compliance with heritage protection regulations, while others proceed with little or no oversight and result in irreversible damage. The study also highlights the challenge of ensuring sustainable cultural heritage management in areas where sites are often overlooked. The research reveals that indigenous knowledge’s potential for site interpretation and preservation in Zimbabwe is hindered by limited community involvement in Archaeological Impact Assessments, underscoring the need for more inclusive approaches that leverage local expertise and promote community-driven initiatives. The study suggests that enhancing AIA frameworks can improve preservation of heritage without impeding development. Some suggestions include incorporating AIAs earlier in project planning, using digital documentation techniques and encouraging multi-stakeholder cooperation. By critically examining Zimbabwe’s AIA system, this research contributes to international debates on sustainable heritage governance and provides practical strategies for harmonizing cultural preservation with national development goals.
Copyright (c) 2025 Pauline Chiripanhura https://creativecommons.org/licenses/by-nc-nd/4.0
Indigenous Practices, Bereavement and Stress Management: A Critical Review of Nzveura as a Socio-psychological Support among the Karanga Ethnic people
Death among most indigenous Africans is a reality that has adverse effects on mental health. Notably, indigenous ethnic groups, like the Karanga of Nyajena, have their ways of coping with such calamities. The article examines the role of nzveura in offering socio-psychological support to the bereaved family among the Jena sub-ethnic group. It is a qualitative study, grounded in the ubuntu theory. Six (6) interviews were done with elders who were purposively sampled from the Karanga people in Nyajena on the value of nzveura in stress management. This was complemented by observations of five (5) funerals done on the Karanga community. The study made several observations, chief among them being that the Karanga people are aware of the mental health challenges posed by the loss of a family member. As a result, they conduct a practice known as nzveura to manage stress among mourners and the bereaved family. They use nzveura as a mechanism to cope with anxiety, stress, and depression, and the possible negative impact on mental health. The study concludes that it is essential to embrace African models of stress management, such as nzveura. It recommends that indigenous practices, such as nzveura, which are part of the intangible cultural heritage of the Karanga, be safeguarded from possible extinction as they are anchored on empathy and the “I am because we are” principle in managing stress during bereavement.
Copyright (c) 2025 Dr. W. Zivave https://creativecommons.org/licenses/by-nc-nd/4.0
Harnessing Indigenous Knowledge Systems for Climate Resilience: The Case of the Hwesa in Zimbabwe
The beginning of the 21st Century has witnessed massive climate change, which in turn negatively affect the livelihoods of many agrarian communities. A century after the adoption of Western methods in weather-related paraphernalia, contemporary African societies have come to realise that indigenous knowledge systems play a critical role in climate adaptation and mitigation, particularly in disaster and risk management initiatives. It is upon this background that this paper investigates the role of Indigenous Knowledge Systems (IKSs) in enhancing climate resilience, for instance, among the Hwesa of Nyanga District in Manicaland Province, Zimbabwe. This study argues that despite centuries of colonial and postcolonial marginalisation of local epistemologies, Hwesa IKSs continue to play a vital role in climate adaptation and mitigation. It further argues that sole dependence of Western ideologies on climatic adaptation and mitigation is a misnomer, as IKSs has been filling that gap since time immemorial. This study is informed by the decolonial theory, which challenges the hegemony of Eurocentric knowledge by advocating for epistemic delinking, a process through which marginalised communities assert their right to produce knowledge on their own terms. Data were collected through qualitative methods, including in-depth interviews, focus group discussions, and document analysis, with purposive and convenience sampling guiding participant selection. Findings reveal that Hwesa IKSs encompass indigenous farming practices, water management techniques, forest preservation, weather prediction, and communal resource sharing, all of which enhance resilience to climate change. The paper concludes that Hwesa IKSs, when recognised and integrated with Western scientific approaches, can contribute to sustainable and culturally grounded climate resilience strategies.
Copyright (c) 2025 Tendai Chirimaunga https://creativecommons.org/licenses/by-nc-nd/4.0
Western heritage management systems were introduced as part of a colonial package throughout Africa to preserve monuments and sites that bore witness to the development of indigenous peoples. Before colonialism, indigenous management systems were in place to maintain respect and the survival of cultural heritage sites. These included taboos, restrictions, legends, myths, and ritual ceremonies, and these measures were effective in ensuring the survival of heritage places. This was mainly because traditional communities shared common values and respect for these places, which represented points of communication with the ancestral world. The new Western system of heritage management, however, sought to protect only tangible heritage and considered Western-centric techniques as the only relevant ways of conservation. This scenario prevailed throughout the colonial period, and heritage institutions even inherited the rigid policies towards conservation after independence. Coupled with aspects like the introduction of Christianity, science and technology, and legislation about land ownership, the environment led to the 'suffocation' of indigenous management systems in many parts of Africa. The two systems have different aspects that they cater for and present a conflict, though in a few cases, there have been integrations. This paper adopts a qualitative research approach, which includes interviews with archaeologists, cultural heritage practitioners, and community members in an attempt to get more insights on the possibilities of integrating Western and Indigenous management systems for heritage in the African context. Engaging communities enables the discovery of significant narratives that can provide deeper and more valuable information.
Copyright (c) 2025 Muchengeti Michael Rukudzo Rukara https://creativecommons.org/licenses/by-nc-nd/4.0
Promoting Inclusive Educational Practices
The revitalisation and digitalisation of endangered minority languages are essential for fostering an inclusive society, a concern increasingly acknowledged by linguists, human rights advocates, and sociologists. This study examines the status of formerly marginalised languages and the challenges associated with their de-marginalisation, revitalisation, and digitalisation within teachers’ colleges in Zimbabwe. It argues that insufficient training for native-speaking teachers, lack of curriculum integration, and limited digital resources and language learning applications hinder efforts to revitalise and digitalise formerly marginalised languages, which are vital for enhancing inclusivity and cultural diversity. Using Fishman’s (1991) analytic framework and sociolinguistic theory, the study contends that socio-economic conditions significantly impede efforts for the revitalisation of formerly marginalised languages in Zimbabwean teacher education. It posits that de-minoritisation, revitalisation, and digitalisation are critical in reversing language decline and potential extinction by providing accessible learning resources. The study outlines strategies for de-minoritisation, revitalisation, and digitalisation of formerly marginalised languages in teachers’ colleges to promote inclusivity and cultural diversity. Employing qualitative methods, including document analysis and interviews, the research examines the integration of formerly marginalised languages in college curricula in ten teachers' colleges. Findings reveal that formerly marginalised languages remain marginalised and underrepresented, underscoring an urgent need for revitalisation and digitalisation initiatives. The study concludes that incorporating formerly marginalised languages into teacher training programs promotes inclusivity and enhances cultural diversity. It recommends that teacher training institutions integrate formerly marginalised languages into their curricula and establish online platforms to support the de-minoritisation, revitalisation, and digitalisation of these languages.
Copyright (c) 2025 Wilson Zivave, Zvinashe Mamvura, Angela Billiet Shoko, Joseph Fenikias Musarurwa https://creativecommons.org/licenses/by-nc-nd/4.0
In Zimbabwe, where memory, identity, and heritage are deeply entwined with struggles for liberation, post-colonial nation-building, and personal loss, digital memorials are emerging as powerful tools for reimagining remembrance. This paper investigates how Zimbabweans are increasingly using the internet through social media, online archives, and digital storytelling platforms to commemorate individuals, events, and cultural legacies that are often marginalised or contested in official heritage narratives. From Facebook tributes for political activists and COVID-19 victims to YouTube documentaries about Gukurahundi and WhatsApp-based oral history sharing, digital memorials offer new avenues for meaning-making that are accessible, participatory, and transnational. Drawing on case studies and interviews, the paper explores how these digital practices contribute to intangible cultural heritage, challenge state-controlled memory, and foster intergenerational dialogue within the Zimbabwean diaspora and at home. The study highlights how digital memorialisation in Zimbabwe is reshaping heritage into a living, evolving process rooted in everyday experience and digital citizenship. It also considers the implications of digital memorials for intangible cultural heritage, intergenerational transmission, and collective identity in an increasingly global and digital society. Ultimately, the paper argues that digital memorials not only preserve memory but actively reshape how heritage is created, experienced, and sustained in the 21st century.
Copyright (c) 2025 Munyika Sibanda https://creativecommons.org/licenses/by-nc-nd/4.0
The thrust of this paper is on Indigenous Knowledge and Belief Systems (IKBS) of the BaTonga, which they used to preserve and conserve the natural environment. It is based on the cultural, religious, and ecological study of the BaTonga. The main objective of the study is to establish the extent of use and efficacy examines the environmental IKBS of the BaTonga people in their efforts to preserve the environment. The study is motivated by the unprecedented environmental degradation and depletion of natural resources in the Binga communal area in Matabeleland North Province. Regardless of the existence of IKBS and modern environmental management strategies, the environment is under siege, with local people complaining that modern ways should be complemented with IKBS, hence triggering this study. In this qualitative study, in-depth interviews and storytelling were conducted with traditional leaders and community elders of the BaTonga to collect data. Document analysis was also used to collect IKBS-related data from this indigenous community. In this study, thematic analysis is anchored on interpretive and ontological paradigms utilised within the Decoloniality theory. IKBSs found in this study were thematically presented as water bodies, vegetation, animals, birds, insects, and cosmology. The study concluded that the use of IKBSs is undermined by minoritisation and paucity of information on IKBSs documentation of the BaTonga. It was noted that the IKBS has potential for preserving the environment for sustainable development.
Copyright (c) 2025 Dr Wilson Zivave, Rodias Muzamba https://creativecommons.org/licenses/by-nc-nd/4.0
The Representation of Africa’s Intangible Heritage in Madagascar Escape 2 Africa (2008)
This study explores how the Western animated film Madagascar: Escape 2 Africa (2008) portrays African cultural themes and how intangible aspects are represented. The study employs a qualitative research approach grounded in Critical Discourse Analysis (CDA). The research purposively sampled key scenes that depict African cultural narratives; these scenes were transcribed, taking note of verbal utterances, and visual cues were annotated and thematically coded to identify patterns relating to stereotypes and counter-narratives by focusing on the examination of power dynamics. The key findings reveal a troubling trend of misrepresentation, where African spirituality is often depicted through superstition and inferiority, and oral traditions are wrongly associated with illiteracy. However, the film also offers glimpses of African community values, suggesting that despite prevalent stereotypes, a counter-narrative exists that deserves attention. These findings encourage us to adopt a more nuanced perspective on African representation in media, advocating for self-representation that genuinely reflects the richness and diversity of African cultures.
Copyright (c) 2025 James Gonese, Nehemiah Chivandikwa, Ignatius T Mabasa https://creativecommons.org/licenses/by-nc-nd/4.0
The Journal of Cultural Heritage and Development
Copyright (c) 2025 Jacob Mapara, Josiline Chigwada https://creativecommons.org/licenses/by-nc-nd/4.0
Antonomasia and Personal Naming among the Ndebele of Lupane
Antonomasia refers to the semantic mechanism of replacing a proper name with an allusion or ascription that denotes a perceived set of traits. This paper aims to examine how antonomasia as a phenomenon is used in personal naming, as driven by cognitive metonymic and metaphoric mechanisms. It seeks to explore how the Ndebele conceptualise different members of society and consequently name them. From a Conceptual Metaphor Theory (CMT) perspective, the study employs autoethnography and focus group discussion to study a group of adults in a rural community, exploring how antonomasia has been used in their adult-acquired names. Convenience sampling techniques were used to identify twelve participants who were put into three groups based on their social and physical proximity. Sources of antonomasia in personal naming include perceived physical or behavioural qualities, one’s life history and experiences, as well as one’s speech habits. In other instances, antonomasia is based on metaphorisation that is founded on association and transfer of semantic conceptual structure. The study concludes that antonomasia is a primary naming strategy among the Ndebele, especially about names acquired at adulthood, where one dimension of a person’s character becomes a typical representation of who they are.
Copyright (c) 2025 Mthokozisi Moyo https://creativecommons.org/licenses/by-nc-nd/4.0