Language as a Lens: Enhancing Religious Understanding and Cultural Identity Through Inclusive Pedagogy in Zimbabwe's Institutions of Higher Learning

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Author(s): Onias Matumbu (Morgan Zintec College, University of Zimbabwe, Zimbabwe)
Copyright: 2025
Pages: 22
Source title: Indigenous Teaching Disciplines and Perspectives for Higher Education
Source Author(s)/Editor(s): Maserole Christina Kgari-Masondo (The University of South Africa, South Africa)
DOI: 10.4018/979-8-3693-9296-6.ch007

Keywords: Education / Higher Education / Information Science Reference / Multicultural Education

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Abstract

In the intricate tapestry of Zimbabwean society, the interplay between language and culture emerges as a pivotal determinant of national identity. The nation's rich linguistic diversity comprising languages such as Shona, Ndebele, and English poses significant challenges and opportunities within higher education. The prevailing focus on English, particularly in the domain of Religious Studies, frequently alienates students from their cultural heritage, thus hindering their comprehension of the multifaceted nature of religious teachings. This study explores the efficacy of inclusive pedagogical methodologies that integrate indigenous languages, with the aim of enriching both religious comprehension and cultural identity among learners in Zimbabwean higher education institutions.

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Language as a Lens: Enhancing Religious Understanding and Cultural Identity Through Inclusive Pedagogy in Zimbabwe's Institutions of Higher Learning

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