Zimbabwe's severe crisis - and a possible way out of it with a transitional government, and the new era for which it prepares the ground - demands a coherent scholarly response. 'Progress' can be employed as an organising theme across many disciplinary approaches to Zimbabwe's societal devastation. At wider levels too, the concept of progress is fitting. It underpins 'modern', 'liberal' and 'radical' perspectives of development pervading the social sciences and humanities. Yet perceptions of 'progress' are subject increasingly to intensive critical inquiry. Their gruesome end is signified in the political projects of Robert Mugabe and ZANU-PF. John Gray's Black Mass: Apocalyptic Religion and the Death of Utopia indicates this. It is expected that participants will engage directly in debates about how the idea of 'progress' has informed their disciplines - from political science and history to labour and agrarian studies, and then relate these arguments to the Zimbabwean case in general and their research in particular. This book was published as a special issue of the Journal of Contemporary African Studies.
This report presents Zimbabwe's political and economic reform efforts since President Robert Mugabe's overthrow and offers recommendations for how to help the country recover.
This book is an examination of the connections between modern economic practices, globalization, and contemporary Christian religious belief, based on an ethnographic study of NGOs in Zimbabwe. It addresses issues crucial for those interested in the strengths and weaknesses of development theory and practice, as well as in Protestant Christianity as a transnational religion.
This paper analyzes the effect of an IMF Staff-Monitored Program for Chad to enhance economic development. Weak institutional capacity and governance concerns have limited economic development and donor support in Chad. It is highlighted that the reduction in the nonoil primary deficit envisaged in the 2013 budget appears appropriate, but expenditures linked to the regional security situation and lower than anticipated oil revenues imply large financing needs. There are significant economic and political risks to program implementation,; the regional security situation remains volatile, and the economy is highly dependent on volatile oil revenue.
Development has remained elusive in Africa. Through theoretical contributions and case studies focusing on Southern Africa’s former white settler states, South Africa and Zimbabwe, this volume responds to the current need to rethink (and unthink) development in the region. The authors explore how Africa can adapt Western development models suited to its political, economic, social and cultural circumstances, while rejecting development practices and discourses based on exploitative capitalist and colonial tendencies. Beyond the legacies of colonialism, the volume also explores other factors impacting development, including regional politics, corruption, poor policies on empowerment and indigenization, and socio-economic and cultural barriers.
The Democratic Coup d'État advances a simple, yet controversial, argument: democracy sometimes comes through a military coup. Covering coups that toppled dictators and installed democratic rule in countries as diverse as Guinea-Bissau, Portugal, and Colombia, the book weaves a balanced narrative that challenges everything we knew about military coups.
What is distinctive about this book is its interdisciplinary approach towards deciphering the complex meanings of President Gabriel Mugabe of Zimbabwe making it possible to evaluate Mugabe from a historical, political, philosophical, gender, literal and decolonial perspectives. It is concerned with capturing various meanings of Mugabeism.
Zimbabwe¿s July 2013 election brought the country¿s ¿inclusive¿ power-sharing interlude to an end and installed Mugabe and ZANU-PF for yet another¿its seventh¿term. Why? What explains the resilience of authoritarian rule in Zimbabwe? Tracing the country¿s elusive search for political stability across the decades, Michael Bratton offers a careful analysis of the failed power-sharing experiment, an account of its institutional origins, and an explanation of its demise. In the process, he explores key challenges of political transition: constitution making, elections, security-sector reform, and transitional justice.
The first single-volume history of Zimbabwe with detailed coverage from pre-colonial times to the present, this book examines Zimbabwe's pre-colonial, colonial and postcolonial social, economic and political history and relates historical factors and trends to recent developments in the country. Zimbabwe is a country with a rich history, dating from the early San hunter-gatherer societies. The arrival of British imperial rule in 1890 impacted the country tremendously, as the European rulers exploited Zimbabwe's resources, giving rise to a movement of African nationalism and demands for independence. This culminated in the armed conflict of the 1960s and 1970s and independence in 1980. The 1990s were marked by economic decline and the rise of opposition politics. In 1999, Mugabe embarked on a violent land reform program that plunged the nation's economy into a downward spiral, with political violence and human rights violations making Zimbabwe an international pariah state. This book will be useful to those studying Zimbabwean history and those unfamiliar with the country's past.
The book represents a contribution to policy formulation and design in an increasingly knowledge economy in Zimbabwe. It challenges scholars to think about the role of education, its funding and the egalitarian approach to widening access to education. The nexus between education, democracy and policy change is a complex one. The book provides an illuminating account of the constantly evolving notions of national identity, language and citizenship from the Zimbabwean experience. The book discusses educational successes and challenges by examining the ideological effects of social, political and economic considerations on Zimbabwe’s colonial and postcolonial education. Currently, literature on current educational challenges in Zimbabwe is lacking and there is very little published material on these ideological effects on educational development in Zimbabwe. This book is likely to be one of the first on the impact of social, political and economic meltdown on education. The book is targeted at local and international academics and scholars of history of education and comparative education, scholars of international education and development, undergraduate and graduate students, and professors who are interested in educational development in Africa, particularly Zimbabwe. Notwithstanding, the book is a valuable resource to policy makers, educational administrators and researchers and the wider community. Shizha and Kariwo’s book is an important and illuminating addition on the effects of social, political and economic trajectories on education and development in Zimbabwe. It critically analyses the crucial specifics of the Zimbabwean situation by providing an in depth discourse on education at this historical juncture. The book offers new insights that may be useful for an understanding of not only the Zimbabwean case, but also education in other African countries. Rosemary Gordon, Senior Lecturer in Educational Foundations, University of Zimbabwe Ranging in temporal scope from the colonial era and its elitist legacy through the golden era of populist, universal elementary education to the disarray of contemporary socioeconomic crisis; covering elementary through higher education and touching thematically on everything from the pernicious effects of social adjustment programmes through the local deprofessionalization of teaching, this text provides a comprehensive, wide ranging and yet carefully detailed account of education in Zimbabwe. This engagingly written portrayal will prove illuminating not only to readers interested in Zimbabwe’s education specifically but more widely to all who are interested in how the sociopolitical shapes education- how ideology, policy, international pressures, economic factors and shifts in values collectively forge the historical and contemporary character of a country’s education. Handel Kashope Wright, Professor of Education, University of British Columbia
