International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue IX, September 2022|ISSN 2454-6186
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.
Key words: Decolonisation, Equality Justice.
I. INTRODUCTION
This research emanates from the concern with the underrepresentation of opportunities in the appointment of women in positions of leadership in universities in Zimbabwe. Equality and justice are referred to in the research from the works of Ranciere (1997; 2000; 2004) and Rawls (19710 as themes and frameworks informing decoloniality. This means, decoloniality in this study will be explained in terms of equality of opportunities for women in universities in Zimbabwe. The theory of decoloniality was used. Ndlovu Gatsheni (2013), Mignolo (2000), and Maldonado-Torres (2007) to explain the underrepresentation of female academics in positions of leadership. The argument is that there cannot be democratization of education opportunities in Zimbabwe institutions of higher education if equality and justice frameworks are not subjected to decoloniality. According to Mbembe (2016: 30) there is need to decolonise universities systems of access and management as these are embedded in epistemic injustice that is rooted in gender prejudices.
Gender equality in higher education has been on the spotlight in Zimbabwe since independence in 1980. However, observations by Zvobgo (2015:61) are that universities have been concerned more about gender disparities in education focussing on student enrolment and performance at different levels of schooling. However, gender disparities in the management structures of schools and colleges has received little attention because representation of women in leadership positions remain disproportionately low. This is indicative of a gender leadership gap in Zimbabwe’s higher education. The