The demise of the Shona family in Zimbabwe: a consequence for problematic children in school

Abstract

The study sought to explore the impact of the traditional Shona family (mhuri) and the emerging new family structures in Zimbabwe on the educability of children growing in these emerging family structures. The study was conducted in Chitungwiza, a dormant town for Harare. The purposive sampling technique was adopted to come up with research participants. In collecting data in-depth interviews and content analysis were used. The study established that the problem of absent fatherhood and lone parenthood that come with contemporary family structures like the small house family in Zimbabwe, tend to pose problems for children’s socialisation and educability. Children coming from households with minimum or no parental involvement have been observed to engage in quite a number of anti-school activities such as bullying, truancy and late coming to school. Since contemporary pedagogical theories and principles tend to emphasise the complementary roles of parents and teachers in the education of children, it therefore follows that lack of social capital and financial capital as a result of absent fatherhood and subsequent lone parenthood in contemporary families in Zimbabwe tend to compromise the educability of children growing in such contexts. The study recommends that the ideals of the traditional Shona family be continued to be revered and that there be awareness campaigns on the role of parents on the education of their children.