Lonaka Journal of Learning and Teaching

EDITORIAL

Boitumelo Tiny Ramoroka — 2025-12-04

A CRITICAL MULTIMODAL REPRESENTATION OF GENDER IN ENGLISH LANGUAGE TEXTBOOKS IN BOTSWANA PUBLIC SECONDARY SCHOOLS

Florence Awele Nwaefuna — 2025-12-04

This study explores how gender is depicted in English language textbooks used in Botswana’s public secondary schools, focusing on gender roles, identities, and stereotypes through language and imagery. Recognizing gender as a social construct linked to power and ideology, the research highlights concerns that textbooks may reinforce traditional gender norms. Using Critical Discourse Analysis, Kress and van Leeuwen’s visual grammar, and content analysis, it uncovers patterns of gender bias, such as the underrepresentation of women in leadership roles and the reinforcement of stereotypes. The findings reveal that these textbooks often contradict the Botswana Government’s goals of promoting equity and inclusion. Given that textbooks influence students' perceptions of themselves and others, the study recommends that educators and curriculum developers create content supporting positive identity formation and actively challenging harmful stereotypes. By emphasizing the role of educational materials in shaping social norms, the research underscores the importance of developing more equitable and inclusive textbook content. Overall, the study advocates for a progressive educational approach that empowers all students, regardless of gender, fostering an environment of social justice and gender equality. This contribution aims to inform policy and practice towards more balanced and representative educational resources in Botswana.

CREATING EQUITABLE LANGUAGE SPACES: LANGUAGE AS A GATEKEEPING TOOL IN ZIMBABWEAN HIGH SCHOOLS

Moreen Mugomba — 2025-12-04

The Zimbabwean education system adopts English as the primary medium of instruction despite the country’s linguistic diversity, which includes 16 officially recognized languages. This policy imposes standardized expectations across the academic landscape: classroom instruction, textbooks, and national examinations are exclusively conducted in English. Consequently, students lacking English proficiency face systemic disadvantages, perpetuating inequalities in educational access and achievement. Beyond academic performance, the dominance of English exacerbates sociocultural disparities among learners, influencing their sense of identity, belonging, and power relations within schools. Children whose linguistic and cultural backgrounds deviate from the dominant “English” narrative often experience marginalization, as the prevailing language norms dictate who is recognized as a legitimate learner in the classroom.

This paper investigates the impact of Zimbabwe’s language policy on diverse cultural groups, with a focus on the inequities embedded in linguistic spaces and the resulting dynamics within classrooms. Framed by theories of cultural capital and linguistic human rights, the study interrogates how English functions as a gatekeeping mechanism, systematically excluding indigenous languages and reinforcing hierarchies of linguistic privilege. It further explores whether the education system can realistically transition toward equitable language practices that validate multilingual identities and empower all learners. By critically analysing policy implementation and classroom realities, the paper contributes to broader debates on language rights and inclusive education in Zimbabwe.

Keywords: linguistic spaces, multilingualism, language rights, cultural capital, educational equity.

THE UPTAKE OF E-GOVERNMENT IN THE ZIMBABWEAN PUBLIC SECTOR: A CASE OF THE MULTI AID SUPPORT ORGANISATION

Angeline Kanyisa Sithole — 2025-12-04

The advent of e-government within the public sector represents a transformative effort to enhance service delivery and foster citizen empowerment by increasing access to information. This paradigm shift underscores the potential for governmental institutions to become more transparent, responsive, and technologically aligned. This study investigated the primary determinants influencing the adoption of e-government initiatives, with particular emphasis on the challenges encountered during their inception and execution. A case study of the Multi Aid Support Organisation, the research revealed that although a basic level of computer literacy exists among both personnel and stakeholders, critical impediments remain. These include the rapid pace of technological evolution, insufficient implementation of strategic frameworks, and limited information communication technology proficiency. The findings highlight the necessity of reinforcing Public–Private Partnerships, improving competencies, expanding awareness of e-government platforms, and ensuring accessible infrastructure to optimise the uptake and operationalisation of digital governance.

EXPLORING STUDENTS’ AND LECTURERS’ EXPERIENCES AND PERCEPTIONS OF DIGITAL COMMUNICATION IN HIGHER EDUCATION: THE CASE OF MIDLAND STATE UNIVERSITY

Tevedzerai Gijimah — 2025-12-04

Technology is advancing at an unprecedented pace, bringing innovations that profoundly impact our lives. In the education sector, digital tools have transformed how students and educators interact with learning materials and each other. This study investigates the perceptions and experiences of students and lecturers at Midlands State University regarding digital communication in education. Using a qualitative approach, data were collected through interviews and questionnaires from participants across various faculties. The findings reveal limited use of digital tools among conventional students who have sufficient time for face-to-face lectures. Participants expressed a strong preference for in-person education over digital learning. Factors such as cost, difficulties in navigating the platforms, and a strong attachment to traditional teaching methods contribute to this restricted engagement. As a result, digitalisation often serves merely as a supplementary mechanism for face-to-face lectures rather than as a fully integrated component of the educational experience.