Reclaiming linguistic diversity: A critical exploration of language policy among the Tjwa people of Zimbabwe

This paper critically examines educational language policies in Zimbabwe and their impact on the linguistic diversity of the Tjwa people. The authors contend that the colonial and post-colonial governments of Zimbabwe have marginalised the Tjwao language by implementing language in education policies that were not capable of creating an equitable environment for linguistic diversity. Through a thorough analysis of these language in education policies, the paper underscores the Tjwa people’s ongoing struggle to preserve their language and cultural heritage. It offers valuable insights into some of the challenges faced by linguistic minorities as they confront the homogenising forces of globalisation and state language ideologies. The findings emphasise the urgent need for inclusive and equitable language policies that recognise linguistic diversity as a fundamental human right and as a vital aspect of cultural identity. In doing so, this paper contributes to the discourse on language in education policies, power, and social justice, providing critical perspectives for policymakers, educators, and it advocates promoting linguistic pluralism and empowering marginalised communities.