Academic contrapower sexual harassment in public universities in Zimbabwe

Sexual harassment in the workplace, including the university, is not a behaviour perceived to be perpetrated only by males. In this article contrapower sexual harassment was investigated to find out whether female students harassed male lecturers at universities, and how harassment manifests with a view to devising measures to mitigate such harassment incidences. A qualitative case study research design was employed to explore the thoughts and experiences of participants at two public universities in Zimbabwe. Purposive sampling was employed in the identification and selection of participants with knowledge and experience of subjecting male lecturers to contrapower sexual harassment. Data were gathered through audio-taped face to face in-depth interviews with female undergraduates using a digital voice recorder. As data were collected through interviews, an iterative process was done. The study verified the existence of contrapower sexual harassment of male lecturers by female students. The study found that the measures that can be taken to mitigate contrapower harassment should include the explicit identification of all behaviours that constitute harassment and their consequences in university codes of conduct and policies. Universities should build a culture of respect in which students and lecturers interact without fear of harassment from either party. Universities need to ensure that lecturers are informed of the available resources should they have disturbing experiences pertaining to harassment from a student

Indigenous education during the pre-colonial period in Southern Africa

Prior to the arrival of European settlers in the Cape Colony in 1652, formal and informal educational practices through the transmission of indigenous knowledge from adult to child had long been in existence among the Khoi, the San and the Bantu-speaking people of Southern Africa. The African child was brought up by the community and educated in the culture and traditions of the community. The curriculum of indigenous education during the pre-colonial period consisted of traditions, legends and tales and the procedures and  knowledge associated with rituals which were handed down orally from  generation to generation within each tribe. This process was intimately  integrated with the social, cultural, artistic, religious and recreational life of the indigenous peoples. This article discusses different forms of indigenous education that existed in Southern Africa during the pre-colonial period.Keywords: Pre-colonial period, indigenous education, indigenous people,culture, rituals