Abstract
This paper, which falls in the onomastic paradigm, looks at purposively selected school mottoes in terms of their place in the life, not only of the pupils who pass through the institutions but also in terms, of their national significance. A huge chunk of our lives is spent literary on the school bench learning hence the motivation to study these small value-laden linguistic capsules,so small yet having so much say in shaping who we later become. We argue that these reflect a certain value system which in some cases may be seen as retrogressive and ‘islandic’ or reflecting a lager mentality in an ‘independent’ country-residual elements of the colonial hegemony. Since Zimbabwe has many such institutions, this study, which is by no means exhaustive, will only look at a few purposively selected institutions-institutions many ordinary Zimbabweans would choose for their children. Naming can be seen as primary and the ascribing of a motto as secondary and a furtherance of the ‘cause’ of the former. Because of this obvious link between the two, a brief discussion of the significance of naming is inevitable.
Highlights
In Zimbabwe, by the time one gets a first degree one would have spent on average two years at crèche, one at an Early Childhood Development centre or preschool, seven at primary school, six at secondary school and four at university making it a total of twenty
We argue that these reflect a certain value system which in some cases may be seen as retrogressive and ‘islandic’ or reflecting a lager mentality
An example that comes to mind is that of Prince Edward which was supposed to be renamed Murenga Boys High, after the Njelele spirit medium who assisted the local heroes who fought Chimurenga 1 of 1896-7.This move was vehemently resisted by both white and black Zimbabweans leading to the abandonment of the move
Summary
In Zimbabwe, by the time one gets a first degree one would have spent on average two years at crèche, one at an Early Childhood Development centre or preschool, seven at primary school, six at secondary school and four at university making it a total of twenty. It should be noted that these twenty are part of the early ‘impressionable’ years and the school, through its formal and informal or hidden curricula, has lasting imprints on the psyches of those who pass through its gates. This explains why the researchers thought it worthwhile to research on the potential impact one aspect of this significant socializing agent might have on its products. At the epicentre of the different agents of socialisation is inculcation of a certain set of values, and mottoes, which are under study here ,can be seen as axiological agents-inculcating values the learners stay with for the rest of their lives. Because of the obvious link between names and mottoes, this study will often treat these together as the latter may often be seen as an extension of the former
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
