African Dance as an Epistemic Insurrection in Postcolonial Zimbabwean Arts Education Curriculum

  • Jairos Gonye
  • Nathan Moyo


This chapter examines the possibilities of harnessing Indigenous African dance to initiate some form of epistemic insurrection in the postcolonial Zimbabwean arts education curriculum. The arts education curriculum in Zimbabwe reflects the legacy of British colonialism, with its notions of white supremacy and elitism. This type of education unjustly promotes Eurocentric epistemologies as more worth knowing than African Indigenous arts. It is against this background that the chapter deploys two Zimbabwean Indigenous dances, jerusarema and kongonya, as epistemic insurrectional means to redefine the post-independence arts curriculum. The chapter draws on Critical Race Theory to rethink traditional Zimbabwean dances as alternative, affirming, and emancipatory narratives. It develops AfriCriticism to constitute both dances as post-racist performances that challenge the dominant Eurocentric and African elites’ arts education policies.


Critical Race Theory AfriCriticism Epistemic insurrection Postcolonial Traditional Dance Jerusarema Kongonya and Zimbabwe 


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© The Author(s) 2018

Authors and Affiliations

  • Jairos Gonye
    • 1
  • Nathan Moyo
    • 1
  1. 1.Department of Curriculum Studies, Robert Mugabe School of EducationGreat Zimbabwe UniversityMasvingoZimbabwe

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