Staff Profile

/Dr Charles Chikunda
Dr Charles Chikunda

Lecturer

Qualifications:

  • PhD Science Education, Gender and Education for Sustainable Development. Title: Exploring and Expanding Capabilities, Sustainability and Gender Justice in Science Teacher Education: Case Studies in Zimbabwe and South Africa: Rhodes University 2013
  • Masters in Sociology of Education (University of Zimbabwe) 2000
  • BSc (Chemistry) with Education (University of Havana) 1991

Research Interests:

  • Gender and Science Education
  • Education for Sustainable Development

Work Experience

Over 20 years’ experience in teacher education teaching in educational institutions in Zimbabwe and South Africa. Has been the director of the Professional Development Centre at Rhodes University for four years. He has a wealth of experience in supervising masters’ students and co-supervising PhDs. At the regional level, Dr. Chikunda has been actively involved in Education for Sustainable Development in the SADC region focusing mainly on gender justice in curriculum development. I have also taught in schools in Zimbabwe and South Africa.

Publications

  • Chikunda, C. (2018). Do Women Really Matter in Development? Evaluating Women’s Wellbeing in Zimbabwe’s Land Reform Programme: A Capability Analysis. International Journal of Humanities and Social Science, 8 (7): 145-156
  • Chani, F., Ngcoza, K. M., Chikunda, C., & Sewry, J. (2018). Exploring the Mediation of Learning of Chemical Equilibrium to High-achieving Students in a Selected Senior Secondary School in Namibia. African Journal of Research in Mathematics, Science and Technology Education.  10.1080/18117295.2018.1528031.
  • Chikunda, C., Chikunda, P., & de Castro, R, F. (2017).  Boundary Learning in a Gender Responsive Curriculum Transformation in Zimbabwe: An Activity Theory Approach.  Roteiro, Joaçaba, 42 (3): 497-522. http://dx.doi.org/10.18593/r.v42i3.14215
  • Chikunda, C. (2017). Sensemaking for cognitive justice: Enriching Social Learning for resilience in Natural Resources Management Learning. ALARA 2015 World Congress Proceedings© 2017 Action Learning, Action Research Association Inc. www.alarassociation.org: 125-138
  • Lotz-Sisitka, H.B., Mukute, M., Chikunda, C., Pesanayi, T., & Baloi, A. (2017). Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts. International Review of Education, 63 (6): 897–914.  doi.org/10.1007/s11159-017-9689-3
  • Ngcoza, K., Sewry, J., Chikunda, C., & Kahenge, W. (2016). Stakeholders’ Perceptions of Participation in Science Expos: A South African Case Study. African Journal of Research in Mathematics, Science and Technology Education, 20 (2): 89-199.
  • Chikunda, C., & Chikunda, P. (2016). Patriarchy rules: Transforming Resistance to gender inequalities in science teacher education in Zimbabwe. Cultural and Pedagogical Inquiry, 8(2): 11-22
  • Chikunda, C., & Chikunda, P. (2015). Capability Approach: Potential for Transformative Education Research on Gender and Culture in Zimbabwe. Cultural and Pedagogical Inquiry, 7(2): 10-26
  • Chikunda, C. (2014). Identifying tensions around gender-responsive curriculum practices in science teacher education in Zimbabwe: An activity theory analysis. African Journal of Research in Mathematics, Science and Technology Education, 18(3): 264-275. DOI:10.1080/10288457.2014.956409
  • Chikunda, C. (2013). A Capability Approach: Its Potential for Transformative Education Research Focusing on Education for Sustainable Development and Gender Issues in Science Teacher Education. Southern African Journal of Environmental Education, Vol. 29, 2012/2013: 132-150.
  • Chikunda, C. (2010). Assessing the level of gender awareness of science teachers: the case of Zimbabwe’s two education districts. African Journal of Research in Mathematics, Science and Technology Education, 14(3): 110-120
  • Chikunda, C., & Shoko, P. (2009). Exploring the Relevance and Quality of the VaRemba Initiation School Curriculum and its Impact on Formal Schooling in a Rural District in Zimbabwe. Southern African Journal of Environmental Education, Vol. 26: 193-209.
  • Chikunda, C., (2008). Inconsistencies within Attachment Teaching Practice in Zimbabwe: Call for a Participatory Model. Mentoring & Tutoring: Partnership in Learning, 16(2): 141-146.
  • Chikunda, C., (2008). Re-orienting Home Area Teaching Practice in a Two Year Initial Teacher Education Programme. The Case of Mutare Teachers’ College. Zimbabwe Journal of Educational Research, 20 (2): 228-245.
  • Chikunda, C., (2007). Zimbabwe’ Better Environmental Science Teaching; A Step Towards Education for Sustainable Development. Southern African Journal of Environmental Education, Vol. 24: 158-170.
  • Makoni, R., Marambire, E., & Chikunda, C., (2006). The Impact of Khomba the Shangaani Cultural Rite of Passage on the Formal Schooling of Girls and women’s Space in Chikombedzi Area in Zimbabwe. IDILINGA, African Journal of Indigenous Knowledge System, 2(5): 145 – 156
  • Chikunda, C., & Muchabveyo, L., (2006) An Assessment of Learning Opportunities Surrounding Student Nurses on Night Duty; The Case of Mutare Provincial Hospital, Zimbabwe. Zimbabwe Journal of Educational Research, 19(1)
  • Chikunda, C. (2005). An Analysis of Challenges and Learning Opportunities Surrounding College-Based Teaching Practice Supervision: The Case of Mutare Teachers’ College. Zimbabwe Journal of Educational Research, 17(3): 158-274.
  • Chikunda, C. (2000). An evaluation of the attachment teaching practice programme at Mutare teachers’ college. The Zimbabwe Bulletin of Teacher Education, 9(2): 12–29

Book Chapters

  • Chikunda, C. & Ncgoza, K. (2017). Education for Sustainable Development Relevance in Science Education: Cases of Integrating Afrocentric Approaches for Meaningful Learning of Science Concepts. In H.B. Lotz-Sisitka, D. Wilmot, O. Shumba & J. Lupele (Eds). Schooling for Sustainable Development in Africa. (pg. 79-91). Switzerland, Springer International Publishing.
  • Chikunda. C. (2015). Surfacing Contradictions Around Gender Responsive Curriculum Practices in Science Teacher Education in Zimbabwe in Cultural-Historical Approach: In B. Selau, R. F. de Castro (Eds) Educational Research in Different Contexts [recurso eletrônico] / org.. – Dados Eletrônicos. (pp. 61-72) Porto Alegre: EDIPUCRS. 
  • Mukwambo, M., Ngcoza, K. & Chikunda, C. (2014). Africanisation, Ubuntu and IKS: A learner-centered approach. In C. Okeke, M. van Wyk, & N. Phasha. (Eds). Schooling, Society and Inclusive Education an African Perspective. (pp 61-80). Oxford University Press Southern Africa.
  • Chikunda, C., & Mandikonza, K. (2014). Climate Change and Environmental Challenges in Southern African Development Community (SADC): Responses in the Age of Globalisation. In E. Shizha (Ed.) Remapping Africa in the Global Space Propositions for Change. (pp 90-105) Sense Publishers Rotterdam / Boston / Taipei
  • Chikunda, C. (under review) Philosophies, Theories and Principles for Education for Sustainable Development in Teacher Education. O. Shumba (Ed). UNESCO Guide: Education for Sustainable Development: Effective Teaching and Learning in Teacher Education Institutions in Africa.

Selected Conference Presentations

  • Chikunda, C. & Thifhulufhelwi, R. (2017). Double stimulation in complex socio-ecological contexts: supporting co-management of a high Biodiversity Area. Presented at the Research Work and Learning10th International Conference. Rhodes University SA. 4-8 December.
  • Chikunda, C. (2017). Nurturing Ecological Agency as Resilience Building: a Capability Approach analysis. Presented at the 35th EEASA conference, Maun Botswana. 17-23 September.
  • Chikunda, C. (2017). Expansive Learning; How can it Contribute to Resilience assessment? Presented at the Colloquium on Resilience Assessment, Johannesburg, South Africa.11-12 May.
  • Chikunda, C. (2015). Learning (EL) for a Resilient Catchment: Enriching Social Learning (EL) in complex situations. Presented at the ALARA 9th Action Learning Action Research and 13th Participatory Action Research World Congress Pretoria South Africa. 9-11 November.
  • Chikunda, C. (2015). Reconciling Resilience Thinking and Expansive Learning in Natural Resources Management: personal experiences and reflections. Presented at the 25th anniversary seminar of Murray and Roberts Chair of Environmental Education. Rhodes University, South Africa.
  • Chikunda, C. (2013). Fundisa for Change Experiences in Relation to Re-Orienting Teacher Education for Sustainability (ESD). Presented at the first workshop for the Development of a Guide for Effective Teaching and Learning in Teacher Training Institutions. Zambia, Lusaka 16-23 July.
  • Chikunda, C. (2012). Exploring and Expanding Capabilities, Sustainability and Gender Justice in Science Teacher Education. Presented to the 3rd International Socio-cultural Summer University. Moscow Russia. June.
  • Chikunda, C. (2004). Participatory Methodologies in Teacher Education, Presented to SADC Environmental Education Course Participants, Rhodes University SA. October.

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