This week Zimbabwe celebrated Heroes day, an important day in the life of our country. It is a day we remember all those who gave their lives to liberate Zimbabwe to what it should have been, a better place than Rhodesia.
Mass displacements have happened regularly in both the short history of Zimbabwe, as well as in the history of Rhodesia before Independence in 1980. Displacement, control of food, and torture are the recurring themes of Zimbabwean political life for more than three decades now.
This report explores how events of the past can be an opportunity for a country emerging from violent conflict to learn from its mistakes, and to set in place mechanisms, both legal and social, to prevent recurrences.
The findings of this study severely undermine the Zimbabwe Government’s public rhetoric on the invasion and acquisition of white-owned farms from late February 20m to the present. This study presents considerable evidence that the Zimbabwean Government has carefully manipulated public perception of these events to tie in with its anti-colonial, anti-Western pseudo pan-Africanist and nationalist rhetoric.
One of the more disturbing features of elections in Zimbabwe has been the use of schools as both places where political campaigning takes place and even their use as so-called “bases” for militia activity. By implication, the use of schools as places of political activity (and even worse as places of violence) will involve children in witnessing events harmful to their psychological and moral development, and there is worrying evidence to this effect in Zimbabwe.
This summary is based on findings drawn from a national survey on teachers of their experiences with elections, covering all 10 Provinces of Zimbabwe carried out between April and June 2011, with 1,086 teachers participating. Report by the PTUZ in collaboration with RAU.
There has been increasing international debate on what role the state plays in facilitating or promoting the right to education, and, more recently, in states in crisis. This latter development is due to growing evidence that attacked have been directed on education – schools, teachers, and pupils - by governments themselves or insurgents aspiring to take over government. In Zimbabwe, attacks on education have been recorded from the struggle against colonial rule, where schools provided recruiting grounds for freedom fighters.
This report documents the backlash against Zimbabwe's "least wanted citizens" - white commercial farmers and their workers in the aftermath of ZANU PF's 2008 electoral defeat. The Report was prepared by RAU and JAG.
This report is a follow-up of a report published earlier in February titled, “Every School has a Story to Tell: Teachers experience with elections in Zimbabwe”. Whilst the first report is largely given in summary form, recording the violations that teachers have experienced since 2000, this present report gives deeper understanding to the violations and puts them in a global perspective. The report feeds into a broad campaign to promote the Right to Education by calling for the criminalisation of attacks on education and educational institutions.
When authoritarian regimes begin to crack, these cracks usually emerge from within the regime with external factors becoming secondary. However, when cracks begin to emerge, there are always opportunities for the authoritarian regime to reform in order to accommodate internal dissent so as to survive the external challenges. The regime can itself democratize its structures thereby weakening any external opposition. This is a long term survival strategy and involves system overhaul.