School Names in Selected Districts in Southern Province of Zambia: A Critical Toponymies Perspective
International Journal of Language and Linguistics
Volume 8, Issue 3, May 2020, Pages: 88-99
Received: Mar. 8, 2020;
Accepted: Apr. 13, 2020;
Published: May 12, 2020
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Khama Hang’ombe, Department of African Languages and Literature, University of Zimbabwe, Harare, Zimbabwe
Emmanuel Chabata, African Languages Research Institute, University of Zimbabwe, Harare, Zimbabwe
Zvinashe Mamvura, African Languages Research Institute, University of Zimbabwe, Harare, Zimbabwe; Department of African Languages, University of South Africa, Pretoria, South Africa
Studies have exposed place names as embodiments of the history, identity, culture, and language of their bestowers. Whilst this is true, some place naming practices reflect hegemonic tendencies that have not received adequate scholarly attention, especially in Zambia. This study examines school names in four districts in the Southern Province of Zambia and exposes the hegemonic slant inherent in place naming. The names examined in this study were collected from the Provincial Educational Offices. The names fall into two categories; government and private school names. These names were couched on Critical Toponymies Theory, a theory which politicises place naming and place names. The study found out that there is a toponymic hegemony in both categories of school names. The study argues that toponymic hegemony, as is shown in the study sample, is a manifestation of the dominance of the history, culture, world view, and identity or at least of the interests of the people who named the schools. It is concluded that place names, mundane as they may appear, are embroiled in the (re)production of unequal social power balance.
School Names in Selected Districts in Southern Province of Zambia: A Critical Toponymies Perspective, International Journal of Language and Linguistics.
Vol. 8, No. 3,
2020, pp. 88-99.
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