Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/5476
Title: WhatsApp coup jokes and the dialogue on Zimbabwean politics
Authors: Hugh Mangeya
Cuthbeth Tagwirei
Department of English and Communication, Midlands State University, Gweru, Zimbabwe
Centre for Diversity Studies, University of the Witwatersrand, Johannesburg, South Africa
Keywords: Zimbabwean coup
Humour
Social media
Jokes
Politics
Issue Date: 14-Jul-2021
Publisher: Taylor and Francis Group
Abstract: This article analyses the dialogue stemming from viral WhatsApp jokes on the Zimbabwean coup in November 2017. It argues that coup jokes have created an opportunity to discuss the nature of Zimbabwean politics since 2000. This dialogue, characterised by ambivalence, multiplicity, and open-endedness, provides insights on the political traits that have dominated Zimbabwe since 2000. These are rendered as politics of personality, chimurenga and partisanship. While the architects of the coup sought to create and propagate one narrative, later described as ‘restoring legacy’, coup jokes carried internal contradictions, doubts and conflicts which made possible an understanding of the coup narrative as inherently dialogic. Selected WhatsApp coup jokes, which circulated between 14 and 24 November 2017, were studied. Insights from Bakhtin's dialogism were applied to the study of jokes in order to illuminate their contradictions, dualities and openness, and how this enabled an understanding of the traits that have dominated Zimbabwean politics.
URI: https://cris.library.msu.ac.zw//handle/11408/5476
Appears in Collections:Research Papers

Files in This Item:
File Description SizeFormat 
WhatsApp coup jokes and the dialogue on Zimbabwean politics.pdfAbstract99.68 kBAdobe PDFView/Open
Show full item record

Page view(s)

78
checked on Nov 22, 2024

Download(s)

20
checked on Nov 22, 2024

Google ScholarTM

Check

Altmetric


Items in MSUIR are protected by copyright, with all rights reserved, unless otherwise indicated.