Progressivism in Context: A Critical Psychological Examination of John Dewey’s Educational Theory in African Schooling Systems with a Case Study of Zimbabwe

Abstract

John Dewey’s progressivist educational philosophy, grounded in inquiry, experiential learning, and democratic classrooms, has informed numerous African curriculum reforms. This paper critically examines the psychological viability of Deweyan progressivism in sub-Saharan African contexts, focusing on Zimbabwe as a case study. Empirical evidence indicates that learner-centred, inquiry-based approaches have the potential to enhance engagement, higher-order thinking, and democratic dispositions. However, gaps in foundational skills (literacy, numeracy), language complexities, teacher capacity, and misaligned assessments frequently hinder the realisation of these ideals. Recommendations include adopting hybrid pedagogical models, sustained teacher professional development, assessment redesign, and sequenced policy implementation.