The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Culturally Responsive Pedagogies and Multilingual Classrooms in Zimbabwean Schools
Abstract
In a world increasingly defined by linguistic diversity, the need for educational systems that honor and reflect this complexity has never been more critical. Zimbabwe, with its rich complexity of sixteen officially recognized languages and myriad ethnic communities, stands at a crossroads where educational policy intersects with the realities of multilingual classrooms. In this landscape, the implementation of culturally responsive pedagogies emerges as a beacon of hope and innovation. Despite progressive language-in-education policies aimed at fostering inclusivity and equity, significant gaps persist between these ideals and the lived experiences of educators and learners. This disjunction not only hampers academic achievement but also threatens the cultural identities of these communities, highlighting an urgent need for pedagogical reform. This chapter examines the implementation and effectiveness of culturally responsive pedagogies in multilingual Zimbabwean classrooms, where linguistic diversity intersects with post-colonial educational challenges.
Related Content
|
Michael Mbongiseni Buthelezi.
© 2027.
26 pages.
|
|
Emil Joseph, Jeffin Lijo.
© 2027.
28 pages.
|
|
Onias Matumbu, Tonderai James Zendah, Maud Masuka.
© 2027.
32 pages.
|
|
Winter Seshoka.
© 2027.
46 pages.
|
|
Ashraf Alam.
© 2027.
40 pages.
|
|
Israel Kibirige, Andrew Matsiko.
© 2027.
28 pages.
|
|
Israel Kibirige, Andrew Matsiko.
© 2027.
20 pages.
|
|
|