Abstract The purpose of the study reported on was to explore the empirical literature related to the implementation and effectiveness of a postcolonial curriculum in Zimbabwe. A systematic review of the literature utilised an inductive analytical approach to characterise the results of previous empirical studies to proffer research-based conclusions and recommendations for the reimagination of a postcolonial curriculum from a Zimbabwean context. The results provided insights concerning enduring elements of colonialism that are present in a postcolonial curriculum. The chosen research approach focuses attention on Zimbabwean concerns, but calls attention to many challenges germane to postcolonial curricula across Africa. Thus, the study included implications regarding the development of an authentic postcolonial curriculum that is inclusive, reflective, and representative of the students’ needs. The study will contribute to the literature on postcolonial education as it further explored the nuanced implementations and conceptualisations present in the academic community.

中文翻译：

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走向津巴布韦的后殖民课程：对文学的批判性评论

摘要研究的目的是探讨与后津课程在津巴布韦的实施和有效性有关的经验文献。对文献的系统回顾使用归纳分析方法来表征以前的经验研究的结果，以提供基于研究的结论和建议，以从津巴布韦的背景下重新构想后殖民主义课程。结果提供了有关后殖民课程中存在的殖民主义持久因素的见解。选择的研究方法将注意力集中在津巴布韦的问题上，但要引起对与整个非洲后殖民课程密切相关的许多挑战的关注。因此，这项研究包含了有关发展真正的后殖民课程的含义，包括 反思，并代表学生的需求。该研究将为后殖民主义教育的文献做出贡献，因为它进一步探讨了学术界中存在的细微差别的实现和概念。