Dr. Ruth B Gora
Doctor of Literature and Philosophy (UNISA), Master of Education (University of Zimbabwe), Bachelor of Education (University of Zimbabwe) and Certificate of Education (Hillside Teachers’ College – UZ). She has been both an Online Participant and Tutor in the Tuning Africa II Project which focused on teaching/learning in higher education
Dr. Ruth B. Gora is a senior lecturer in Language Education, Psycho- & Sociolinguistics, Shona Language and Literature in the Department of Curriculum and Arts Education at the University of Zimbabwe. Currently, she is also a Research Fellow with the College of Human Sciences at the University of South Africa (UNISA).
Language Education (Pedagogy, Curriculum Issues); Sociolinguistics (Language & Gender, Language Planning & Policy); Indigenous Knowledge Systems; Education for Sustainable Development.
Department: Curriculum and Arts Education
Research Category: Education
Dr. Ruth B. Gora is a senior lecturer in Language Education, Psycho- & Sociolinguistics, Shona Language and Literature in the Department of Curriculum and Arts Education at the University of Zimbabwe. Currently, she is also a Research Fellow with the College of Human Sciences at the University of South Africa (UNISA). Ruth holds the following qualifications; Doctor of Literature and Philosophy (UNISA), Master of Education (University of Zimbabwe), Bachelor of Education (University of Zimbabwe) and Certificate of Education (Hillside Teachers’ College – UZ). She has been both an Online Participant and Tutor in the Tuning Africa II Project which focused on teaching/learning in higher education. Her cumulative experience in secondary, teacher and university education spans close to three decades. Ruth Gora has published extensively on language education, language policy, psycho- & sociolinguistics and Indigenous Knowledge Systems. Currently, she is part of the University of Zimbabwe’s team that is involved in Capacity development for Agenda 2030 for teacher education universities in Zambia and Zimbabwe project.
Phone: +263 772 380 550
? BOOK CHAPTERS
• Gora, R. B. & Muchenje, F. (forthcoming). The Relevance of Indigenous Knowledge Systems in the School Curriculum: Issues and Perspectives from the South. (Book Chapter accepted by Faculty of Education, UZ, Book Project….in print).
• Muchenje, F. & Gora, R. B. (forthcoming). A Synthesis of Approaches to Multicultural Education: Implications for Practice in Zimbabwean Primary Schools. (Book Chapter accepted by Faculty of Education, UZ, Book Project….in print).
• Kasonde, A. & Gora, R. (forthcoming). Le bilinguisme institutionnel des universités africaines et l’impératif panafricaniste à l’ère de la mondialisation: critique de la micro-pédagogie.
[English translation: Institutional Bilingualism in African Universities and the Imperative of Pan Africanism during the Era of Globalization: A critique of micro-pedagogy (in press in Cameroon)].
• Muchenje, F. & Gora, R. B. (2018). Gender role socialisation and GBV: Is our education system helping? In SIPD Institute (Eds.) Gender-based Violence in Zimbabwe: Critical questions and the way out. Harare: Southern Institute of Peace-building and Development, pp 58 - 76.
• Makuvaza, N. & Gora, R. B. (2018). OPHs as a Legacy of Colonialism in Postcolonial Zimbabwe: Perspectives from Hunhu/Ubuntu Cultural Perspectives. In Mangena, Fainos & John Douglas McClymont (Eds.) Philosophy, Race & Multiculturalism in Southern Africa: Zimbabwean Philosophical Studies, III. USA: The Council for Research and Values, pp 251 - 268.
• Gora, R. B. (2017). (Re-) Integrating African languages into the Zimbabwean Curriculum. In Shizha, Edward & Ngoni Makuvaza (Eds.) Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post Millennium Development Goals. The Netherlands - Rotterdam: Sense Publishers, pp 141 - 158.
• Muchenje, F., Gora, R. & Makuvaza, N. (2016). Interrogating the Concept of Time among the Shona: A Postcolonial Discourse. In Gloria Emeagwali & Edward Shizha (Eds.) African Indigenous Knowledge and the Sciences: Journeys into the Past and Present. The Netherlands: Sense Publishers, pp 79 - 92.
• Gora, R. (2014). The Teacher’s Rapport inside and outside the School. In Tatira, L. (Ed.) Becoming an Effective Teacher. Harare: Benaby Printing and Publishing (Private) Ltd, pp 50 – 57.
• Gora, R. (2013). The Shona Poem in Mapara, J. and Mudzanire, B. (Eds.) (2013) UBUNTU/UNHU PHILOSOPHY: A Brief Shona Perspective. Harare: Bhabhu Books, pp 88 – 98.
• Kasonde, A. & Gora, R. (2019). La politique bilingue dans les universités d’Afrique Australe : Perspectives pédagogiques (English translation: Bilingual policy at universities in Southern Africa: A pedagogical perspective). In Sociolinguistique & Didactique (SociD), Number 4/2019, pp 109 - 132.
• Muchenje, F. & Gora, R. B. (2017). Locating Zimbabwe’s Language Policy in Education in the Context of Multicultural Education: Perspectives of Teachers from Selected Schools in Chegutu District. NAWA Journal of Language and Communication, Vol. 10, No. 1, pp 148 - 162.
• Gora R. B. & Manyarara, B. C. (2016). ICTs in Teacher Education: Enhancing Quality in Language Teaching and Learning in Zimbabwe. In Namibia CPD Journal for Educators, Vol. 3, Issue 1/2016, pp113 - 123.
• Manyarara, B. C. & Gora, R. B. (2015) Aesthetic of naming: Potential psycho-sociological effects of some forenames in use among Zimbabweans. In Journal for Studies in Humanities and Social Sciences, Vol. 4, No. 1 & 2, pp 34 - 41.
• Gora, R. B. & Mutasa, D. E. (2015). Impact of perception and attitude towards the study of African languages on human resource needs: a case for Zimbabwe. In Per Linguam, 2015, Volume 31(1):74-88.
• Gora, R. (2015).Teachers’ perception and awareness of Shona dialects vis-à-vis Standard Shona in the Zimbabwean classroom: Implications for teaching and learning. In Namibia CPD Journal for Educators, Vol. 2, Issue 1/2015, pp 12 – 22.
• Makuvaza, N. & Gora, R. (2014). What is happening to the ‘noble’ profession? Concerns about and threats to the teaching profession in high school in Zimbabwe – The Way forward. In International Journal of Social Sciences & Education, Vol.4 Issue 2, 2014, pp 477–490.
• Gora, R. (2013). Continuity and Change: Towards National Language Policy for Education in Zimbabwe. In Online Journal of Social Sciences Research, Vol. 2, Issue 5, May 2013, pp 123-129.
• Muchenje, F., Gora, R. & Bondai, B. (2013). Constraints of Private Sphere Responsibilities on Availability of Time to Study: A Case Study of Married Women Students at the University of Zimbabwe’s Faculty of Education. In Academic Research International, Vol. 4, No. 3, May 2013, pp 513-525.
• Bondai, B., Gora, R. & Muchenje, F. (2012). Language and Gender: Implication for the Female Self-Concept in Zimbabwe. In Zimbabwe Journal of Educational Research, University of Zimbabwe Publications, Vol. 24, No.1, March 2012, pp 13 - 24.
• Gora, R. (2010). The Role of Bird Characters in African Story and Myth. In Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, University of KwaZulu-Natal Publications – South Africa, Vol. 16, No. 2, 2010, pp 53 -63.
• Gora, R., Mavunga, G., Waniwa, F. & Muringani, B. (2010). The Use of Shona as a Medium of Instruction in a Tonga-speaking Community: Parents’ and Teachers’ Perceptions. In Zimbabwe Journal of Educational Research, University of Zimbabwe Publications, Vol. 22, No.1, March 2010, pp 87-102.
• Tatira, L. Sithole, N., Manyarara, B. C. & Gora, R. (2009). An Experimental Study into the Use of Computers for Teaching of Composition Writing in English at Prince Edward School in Harare. In Zimbabwe Journal of Educational Research, University of Zimbabwe Publications, Vol.21, No. 1 March 2009, pp 85 -101.
• Waniwa, F., Mavunga, G., Gora, R. & Muringani, B. (2007). Teachers Colleges Preparation of Student Teachers for the Teaching of Children’s Literature: The Case of Marymount, Masvingo and Morgenster Teachers’ Colleges. In Zimbabwe Bulletin of Teacher Education, University of Zimbabwe Publications Vol. 14, Issue 1, September 2007, pp 95 -112.
Grants & Funding (current and Past projects):
Awards & Achievements:
Consultancy and advisory work (current and past):
Technical review of the Zimbabwe Electricity Regulatory Authority (ZERA) English to Shona translation document, March/April 2017.
Catholic Relief Services - Transcription and translation of videos for Catholic Relief Services (CRS) - Zimbabwe Program, June 2016. Moyana, R. & Gora, R. - Advocacy for the Integration of Gender and Climate Change in Technical and Vocational Education and Training (TVET) Policy in Zimbabwe, commissioned by Forum for African Women Educationalists (FAWE) Zimbabwe Chapter, July - August 2015 (Policy Review).
Supervision information (MPhil, DPhil, etc.):
Professional membership, Committees, Boards:
• Member, African Language Association of Southern Africa (2012 to date).
• Member, Forum for African Women Educationalists, Zimbabwe Chapter (FAWEZI) (2007 to date).
• Member- University of Zimbabwe Research Board (01 January 2019 to date [31 December 2021]).
• Change Agent - Capacity development for Agenda 2030 for teacher education universities in Zambia and Zimbabwe project (April 2019 to 2020).
External Profile Links (Google Scholar, ResearchGate, LinkedIn, other social media links):