Browsing by Author "Gundani, M.P.D."

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    Jowe-Jowe: Traditional Kalanga Girls Song Game
    (Association For Health, Physical Education, Recreation, Sport And Dance, 2011-09) Gundani, M.P.D.; Daga, Makaza; Amusa, L.O.; Banda, M.
    This paper describes jowe-jowe, one of the traditional indigenous games of the Kalanga people of Zimbabwe and assesses the games’ potential in providing overt educational, psychomotor and social out comes to the participants. Kalanga constitutes the people and language from south western parts of Zimbabwe in Bulilima and Mangwe Districts. Jowe-jowe is a girls’ play game song that is associated with the Kalanga speaking people of Masendu area. Data was collected from a population of the Kalanga women of Masendu ward. Focus group discussions, individual interviews, demonstrations, observations, visual recordings and audio recordings assisted in capturing of physical skills, techniques and game patterns. The study established that the game’s content of jowe-jowe is designed along gender lines based on women domestic chores of pounding and grinding grain for meals. The game involves getting astride one or two wooden pestles placed horizontally on the ground forming a cross with the other. The girls shuffle their feet backwards astride one or more pounding wooden pestles, with arms akimbo as they sing. It sets one form of practice suitable for the women and not men, where the main theme is aesthetic modelling for self-esteem realization in young girls as they perform the domestic chores. The main implements for the game were the same wooden pestles used for pounding grain in a mortar. It was concluded that this game has a lot of merit and can be easily introduced to schools with little cost to ensure that the game is preserved.
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    Mnqgwayi: a stick throwing game of the Kalanga people of Zimbabwe.
    (AFAHPER-SD, 2008) Gundani, M.P.D.; Mugundani, S.C.; Makaza, D.; Kanji, M.; Tapera, E.M.
    This paper describes an indigenous game, mngqwayi, a stick throwing game of the Kalanga people of Zimbabwe. Participation in traditional indigenous games by communities improves their quality of life by supporting self-determined sports, games and cultural activities, which encourages equal access to participation in the social and cultural fabric of the communities. Data was collected from a population of the Kalanga people of Zimbabwe. Focus Group Discussions, individual interviews, demonstrations, observations, visual recordings and audio recordings assisted in capturing of physical skills, techniques and game patterns. Players, mostly boys, played the game in summer on grasslands and riverbanks, used long slender sticks blunt at one end and aerodynamically sharpened at the other end, with the object of having the stick icochet, slide on the ground or traject off the ground for some distance. Competence is premised on power, skill and technique, from which, mngqwayi can be classified as a game of physical skill. The physical and cultural appeal of this game makes it ideal for sportification and institutionalization.
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    Needs-based knowledge processing through university- community partnerships: higher education inroads into rural community development in Zimbabwe
    (The UNESCO Forum on Higher Education Research and Knowledge, 2008-11) Phuthi, Nduduzo; Gundani, M.P.D.; Sibanda, Isaiah M.
    Knowledge, the ultimate competitive advantage for any modern community or organization, gives its possessor a unique and inherently protected commodity for survival and development. Today's universities are among those organizations credited for spearheading and sustaining the on-going knowledge revolution. In developing countries, universities have come to playa key role within their own societies in a wide range of developmental issues even though they often find themselves acutely outclassed in the competitive international knowledge network (Altbach, 1998). Notably, many universities need sensitization for them to prioritize the integration of local and alien knowledge that should address broader sustainable development needs as perceived by the affected communities. Comparatively, the superior military, economic, intellectual and technological accomplishments of industrialized countries give some of their universities extensive, jealously-guarded power, prompting them to assert themselves as 'central' institutions within their countries and in the global knowledge arena. The third world universities remain 'peripheral', tending to copy developments from abroad, producing little that is original, and generally not at the frontiers of knowledge. Within developing countries, the Western-sourced education, science, technology and Western human development models appear to perpetrate a socio-economic and knowledge gap among citizens, creating a conservative traditional culture alongside a neo-Western one.