International Journal of Research and Innovation in Social Science (IJRISS)
Progressivism in Context: A Critical Psychological Examination of John Dewey’s Educational Theory in African Schooling Systems with a Case Study of Zimbabwe
Published November 4, 2025 • Vol. 9, Issue 10, pp. 880–890Open Access
DOI: 10.47772/IJRISS.2025.910000076
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.
Keywords: progressivism, Zimbabwe, educational psychology, policy implementation
| Journal | International Journal of Research and Innovation in Social Science (IJRISS) |
|---|---|
| ISSN | 2454-6186 |
| Volume / Issue | Volume 9, Issue 10 |
| Pages | 880–890 |
| Publication date | November 4, 2025 |
| DOI | 10.47772/IJRISS.2025.910000076 |
| Publisher | RSIS International |
| License | Open Access |
How to cite this article
Henry Wasosa, & Isaac Mutelo (2025). Progressivism in Context: A Critical Psychological Examination of John Dewey’s Educational Theory in African Schooling Systems with a Case Study of Zimbabwe. International Journal of Research and Innovation in Social Science (IJRISS), 9(10), 880-890. https://doi.org/10.47772/IJRISS.2025.910000076
BibTeX
@article{Henry2025,
title = {Progressivism in Context: A Critical Psychological Examination of John Dewey’s Educational Theory in African Schooling Systems with a Case Study of Zimbabwe},
author = {Henry Wasosa and Isaac Mutelo},
journal = {International Journal of Research and Innovation in Social Science (IJRISS)},
volume = {9},
number = {10},
pages = {880--890},
year = {2025},
doi = {10.47772/IJRISS.2025.910000076},
publisher = {RSIS International}
}