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Gendered Leadership in Zimbabwe’s institutions of higher learning: A call for decolonisation of equality and justice

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  • Monica Zembere

    (Department of Peace and Governance, Faculty of Humanities and Social Sciences, Bindura University of Science Education, Zimbabwe)

Abstract

This article utilizes the Decoloniality theory to discuss the underrepresentation of opportunities in the appointment of women to positions of leadership in universities in Zimbabwe. Equality and justice are referred to in the research from the works of Ranciere and Rawls as themes and frameworks informing decoloniality. The arguments advanced in the research are that there cannot be democratization of opportunities if equality and justice frameworks are not subjected to decoloniality. The research discovered that out of fifteen state run universities, none of the universities has attained the 50% female representation in leadership and decision-making anticipated when the National Gender Policy was formulated in 2004.

Suggested Citation

  • Monica Zembere, 2022. "Gendered Leadership in Zimbabwe’s institutions of higher learning: A call for decolonisation of equality and justice," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(9), pages 332-335, September.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:9:p:332-335
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