An exploration of the educational implications of experiences of witchcraft by teachers and pupils at Rengwe Primary School in the Hurungwe District, Mashonaland West Province in Zimbabwe.
Journal Title: Scholars Journal of Arts, Humanities and Social Sciences - Year 2015, Vol 3, Issue 2
Abstract
The study sought to establish the effect of witchcraft experiences on effective teaching and learning at Rengwe Primary School in Hurungwe District, Mashonaland West Province. Methodologically, the study utilised the qualitative research which was informed by the phenomenological epistemology. Data was collected through questionnaires and indepth semi-structured interviews. The research established that indeed witchcraft is an existential reality. It has also been established that teachers and pupils experience witchcraft manifestations at school and in the community. Muboboboand mass hysterias (kurohwanezvivandavanavachihakira) are common occurrences at the school and these greatly affect teaching and learning. It was also found out that witchcraft experiences affect curriculum implementation through teacher transfers, absenteeism of teachers and pupils as well as school climate. The study concluded thatwitchcraft adversely affects teaching and learning at the school. The study recommended that the School Administration and the School Development Committee should work together in resolving witchcraft related conflicts at the school and keep official secrets. It also recommended that the school authorities should induct teachers on the culture and religion of the society in which they are deployed. It is also recommended that victims of witchcraft experiences should get counseling. It is further recommended that similar studies be conducted in schools in other districts in Zimbabwe and schools beyond our borders.
Authors and Affiliations
Edison Mhaka, Cline Chiome
Keywords
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