The ManicaPost
Freedom Mutanda, Post Correspondent
Mutare Boys’ High School History teacher, Mr Anyway Sadziwa, has co-authored “Focus on History” Books 1 to 4 textbooks, “Dynamics of History” ‘A’ Level books and “Heritage Studies” Books 1 up to 4 textbooks.
And he is not done yet as his prolific writing has seen him being invited by the implementers of the new curriculum.
A man with several university degrees, Mr Sadziwa is a seasoned History teacher whose experience spans more than 25 years as he started his teaching career in 1994 after he graduated with a Diploma in Education at Mutare Teachers’ College.
Since then, he has improved his academic credentials.
“Our principal at Mutare Teachers’ College, Professor Rungano Zvobgo, urged us not to sit on our laurels after attaining the Dip Ed. He would joke: ‘If the Zvobgo family slaughtered an ox every time a member of the family obtained a diploma, we wouldn’t have a cattle pen; we only celebrated if one got a master’s degree.’
He would tease us and that set me thinking that I must study to acquire a higher qualification,’’ the soft-spoken author said.
Mr Sadziwa is a holder of an MA degree in Development Studies from Great Zimbabwe University, BA Dual Honours in History and Religious Studies from the Catholic University and a BTech Educational Management with Technikon Pretoria.
He is also the holder of a Diploma in Education where he specialised in History and Geography. Moreover, he is a curriculum developer as he was among the panel of experts who developed the History syllabus for Forms 1 to 6 of the current updated curriculum
Alongside Mr Josiphat Gwezhira and Mr David Mafara, Mr Sadziwa has been able to write books that offer an alternative to some History books which were steeped in the refrain of using gobbledygook.
The trio’s books are easy to read and the language used is simple and easy to follow.
The updated curriculum is spiral; there are the same topics in the History and Heritage Studies textbooks but with each stage, the information gets more and more complex until you get to ‘O’ or ‘A’ level. Mr Sadziwa and his co-authors exhibit this quality in their writing.
For example, sources of history are explained in Form 1 and they are repeated in Form 3 but the learner can see a form of more complex elucidation in Form 3 which we presume in Form 5, there would be more complexity.
More examples come from the Early Iron Age states, namely Mapungubwe, Great Zimbabwe, Mutapa, Rozvi, Zulu and Ndebele which are dealt with in Form 1 and done again in that order in Form 3.
A fervent history student will appreciate the interconnectedness of the topics throughout the four books in the series “Focus on History.’’
A student of history, Miss Shanel Zvoushe, said the books were user friendly and motivated students to love the subject due to the use of colour.
‘’Colourful pictures are welcome seeing that in earlier books, there were dull black and white pictures which were, on the whole, uninspiring.
Again, after every sub-topic, there are group activities that jog our thought processes,’’ she said.
History is taught in English and assignments are done using the same medium; to this end, the authors have created a “dictionary’’ which explains some key words which may be difficult to a number of pupils.
‘’Word help’’ is the caption which acts as a dictionary and offers vocabulary help to students whose understanding of the word might make them fail to appreciate a historical truth.
Mr Sadziwa and company have gone beyond school activities with the adroit use of the time students are not in the classroom by staging outdoor activities such as braai and tours to places of historical interest.
In the immediate school surroundings, there is a monument students can visit in the course of the term which needs an historical explanation.
In the series, the authors offer visits to places of historical interest.
Individual differences are catered for in the book; at the end of each topic, there is a revision summary which spurs the student to read on and have a healthy respect for wide reading.
For the adventurous, there is a teaser: “Did you know?” This is not a history book which spoonfeeds but guides the learner on the road to discovery as the updated curriculum aptly advocates.
The series are self-service textbooks which can be used by a student who wants to see the relationship between the reader and the new curriculum.
‘’We’’ puts the reader/learner at par with the mentor or facilitator and the research processes are carried out within the community putting paid the notion that it is people who make history.
The authors’ meticulous attention to detail and nuances are religiously followed in the “Dynamics of Heritage Studies’’ as colour enhances images and the students derive immense benefits from their use of the textbooks.
Mr Sadziwa and his colleagues have produced a series of History books that prepare a student from Form 1 up to Form 4 and their simple exercises act as hand holding to the eager student of History.
Mr Sadziwa complained against piracy although he said he would continue penning the History and Heritage Studies textbooks for the updated curriculum.
‘’I am passionate about History as it opens students’ eyes.
I am, however, disappointed by piracy and lack of respect for intellectual property rights.
Police and other law enforcement agencies must come hard on those who photocopy the books and sell them on street corners.
I will go on writing as I love writing,’’ Mr Sadziwa said.
