ABSTRACT
The thesis that this chapter defends is that the indigenisation of land and other economic resources in Zimbabwe is bound to fail, given the continued dominance of the Eurocentric paradigm in Zimbabwe’s education curriculum. In pursuance of this thesis, I argue that the mental liberation of the indigenous people of Zimbabwe is a prerequisite to all other forms of liberation, such as ownership of economic resources. In this connection, though the indigenisation of the economy is considered an act of the liberation of the indigenous people of Zimbabwe from the colonisers’ unjustified exclusive control of the economy, it is rendered illusory if Zimbabwe’s education system remains fundamentally Eurocentric in scope and content. In arguing thus, I note that the liberation of the economy cannot be realistically attained if the Eurocentric paradigm remains the dominant paradigm in Zimbabwe’s curriculum. In my view, economic liberation ought to be preceded or complemented with the mental liberation of the indigenous people of Zimbabwe. This is necessary in order to reassert their agency in the economic affairs of the country.
