Decolonising teacher education for sustainability in Zimbabwe

Abstract

In the post-colonial period, the establishment of new teachers' colleges alongside the Education 5.0 initiative signifies a critical paradigm shift aimed at fostering innovation and industrialisation in teacher education. This paper argues that current teacher education programmes are focused on decolonising higher education by promoting creativity and sustainability, addressing the deficiencies inherited from the colonial era. The study examines the government's role in decolonising teacher education in post independent Zimbabwe. Employing a qualitative research methodology with a case study design, data were collected through interviews, questionnaires, and archival research, focusing on Hwange College. Participants included ten lecturers, twenty student teachers, and the college principal, selected through stratified random and purposive sampling methods. The findings reveal that remnants of colonial influences persist, with current programmes leaning towards knowledge acquisition over practical skills. Although many participants felt adherence to Education 5.0 is largely superficial, efforts to decolonise the curriculum are underway, particularly through the incorporation of indigenous languages and relevant subjects. Nevertheless, challenges such as limited resources and deeply entrenched Eurocentric practices impede the decolonial process in the light of education 5.0. The study recommends the expansion of the number of teacher colleges, conducting continuous curriculum reviews to integrate local content, renaming colonial institutions, and enhancing professional development for educators. This study highlights the necessity for a holistic approach to decolonising teacher education in Zimbabwe so that innovation, industrialisation and sustainability are achieved. This means that teacher education programmes should equip graduates to meaningfully contribute to national development.