Joseph Pardon Hungwe

I employ Oliver Mtukudzi—the late Zimbabwean musician’s Murimi munhu lyrical composition—to highlight the coloniality embedded in “small scale” subsistence farmers in Zimbabwe. Arguing from a decolonial perspective; this chapter seeks to achieve two things. Firstly, in deploying the decolonial theory, attention here is focused on confronting the negative stereotypes and marginalising practices that are systematically expressed and practiced against “small scale” subsistence farmers in rural “reserve” Zimbabwe. By their very nature, dehumanising stereotypes and exclusionary practices are not only a negation of African communal values, but also perpetuate and entrench coloniality. Secondly, by addressing coloniality as the basis of dehumanising tendencies towards small scale subsistence farmers, the chapter endeavours to conceptually restore the humanity of subsistence farmers in rural Zimbabwe. Therefore, the central argument here is that decoloniality is imperative to countervail dehumanising practices and orientations as highlighted in the Murimi munhu song.

In this chpater, Joseph Hungwe and Joseph Divala present an exposition of the contradictory interplay between decolonisation and afrophobia in South African higher education. They argue that afrophobia encumbers the envisioned objectives of decolonisation of higher education in Africa. Decolonisation of higher education ultimately seeks to establish a dispensation that is underpinned by ideals of non-discrimination along race, ethnicity, nationalities and other forms of social diversities that characterise social composition of African higher education. It can therefore be claimed that decolonisation of higher education is tailored towards the promotion and sustenance of equal social relations in higher education, on the one hand. On the other hand, afrophobic practices and attitudes entrench and maintain perceptions of a society structured along cultural superiority and marginalisation. The concurrence of afrophobia and decolonisation of higher education in South Africa brings to the fore a conundrum, which this chapter exposes.

In this chpater, Joseph Hungwe and Joseph Divala present an exposition of the contradictory interplay between decolonisation and afrophobia in South African higher education. They argue that afrophobia encumbers the envisioned objectives of decolonisation of higher education in Africa. Decolonisation of higher education ultimately seeks to establish a dispensation that is underpinned by ideals of non-discrimination along race, ethnicity, nationalities and other forms of social diversities that characterise social composition of African higher education. It can therefore be claimed that decolonisation of higher education is tailored towards the promotion and sustenance of equal social relations in higher education, on the one hand. On the other hand, afrophobic practices and attitudes entrench and maintain perceptions of a society structured along cultural superiority and marginalisation. The concurrence of afrophobia and decolonisation of higher education in South Africa brings to the fore a conundrum, which this chapter exposes.