Research interests

• Language Planning and Policy
• Language Education and Pedagogy
• Curriculum Studies
• Sociolinguistics
• Indigenous Knowledge Systems
• Education for Sustainable Development
• Human Capital Development
• African Languages in Education 

Publications

JOURNAL ARTICLES

1. Muchenje, F., Goronga, P. and Gora, R. (2021). Teachers’ Views on the Utility of Indigenous Knowledge Systems in the Teaching of Agriculture in Selected Schools in Zvimba District, Zimbabwe. Journal for Studies in Humanities and Social Sciences, Volume 1 and 2, pp 58 – 84.
2. Gora, R. B. and Muchenje, F. (2020). Language and Gender on WhatsApp: A Sociolinguistic View. In Journal of African Languages and Literary Studies (JoALLS) , Volume 1(2), pp 137-152. Page | 3

3. Kasonde, A. and Gora, R. (2019). La politique bilingue dans les universités d’Afrique Australe: Perspectives pédagogiques (English translation: Bilingual policy at universities in Southern Africa: A pedagogical perspective). In Sociolinguistique and Didactique (SociD), Number 4/2019, pp 109 - 132.
4. Muchenje, F. and Gora, R. B. (2017). Locating Zimbabwe’s Language Policy in Education in the Context of Multicultural Education: Perspectives of Teachers from Selected Schools in Chegutu District. NAWA Journal of Language and Communication, Vol. 10, No. 1, pp 148 - 162.
5. Gora R. B. and Manyarara, B. C. (2016). ICTs in Teacher Education: Enhancing Quality in Language Teaching and Learning in Zimbabwe. In Namibia CPD Journal for Educators, Vol. 3, Issue 1/2016, pp113 - 123.
6. Manyarara, B. C. and Gora, R. B. (2015). Aesthetic of naming: Potential psycho-sociological effects of some forenames in use among Zimbabweans. In Journal for Studies in Humanities and Social Sciences,Vol. 4, No. 1 and 2, pp 34 - 41.
7. Gora, R. B. and Mutasa, D. E. (2015). Impact of perception and attitude towards the study of African languages on human resource needs: a case for Zimbabwe. In Per Linguam, 2015, Volume 31(1):74-88. 
8. Gora, R. (2015). Teachers’ perception and awareness of Shona dialects vis-à-vis Standard Shona in the Zimbabwean classroom: Implications for teaching and learning. In Namibia CPD Journal for Educators Vol. 2, Issue 1/2015, pp 12 – 22.
   9. Makuvaza, N. and Gora, R. (2014). What is happening to the ‘noble’ profession? Concerns about and threats to the teaching profession in high school in Zimbabwe – The Way forward. In International Journal of Social Sciences and Education, Vol.4 Issue 2, 2014, pp 477–490.
   10. Gora, R. (2013). Continuity and Change: Towards National Language Policy for Education in Zimbabwe. InOnline Journal of Social Sciences Research, Vol. 2, Issue 5, May 2013, pp 123-129.
   11. Muchenje, F., Gora, R. and Bondai, B. (2013). Constraints of Private Sphere Responsibilities on Availability of Time to Study: A Case Study of Married Women Students at the University of Zimbabwe’s Faculty of Education. In Academic Research International, Vol. 4, No. 3, May 2013, pp 513-525.Page | 4
   12. Bondai, B., Gora, R. and Muchenje, F. (2012). Language and Gender: Implication for the Female Self-Concept in Zimbabwe. In Zimbabwe Journal of Educational Research, University of Zimbabwe Publications, Vol. 24, No.1, March 2012, pp 13 - 24.
   13. Gora, R. (2010). The Role of Bird Characters in African Story and Myth. In Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, University of KwaZulu-Natal Publications – South Africa, Vol. 16, No. 2, 2010, pp 53 -63.
   14. Gora, R., Mavunga, G., Waniwa, F. and Muringani, B. (2010). The Use of Shona as a Medium of Instruction in a Tonga-speaking Community: Parents’ and Teachers’ Perceptions. In Zimbabwe Journal of Educational Research, University of Zimbabwe Publications, Vol. 22, No.1, March 2010, pp 87-102.
   15. Tatira, L. Sithole, N., Manyarara, B. C. and Gora, R. (2009). An Experimental Study into the Use of Computers for Teaching of Composition Writing in English at Prince Edward School in Harare. In Zimbabwe Journal of Educational Research, University of Zimbabwe Publications, Vol.21, No. 1 March 2009, pp 85 -101.
   16. Waniwa, F., Mavunga, G., Gora, R. and Muringani, B. (2007). Teachers’ Colleges Preparation of Student Teachers for the Teaching of Children’s Literature: The Case of Marymount, Masvingo and Morgenster Teachers’ Colleges. In Zimbabwe Bulletin of Teacher Education,University of Zimbabwe Publications Vol. 14, Issue 1, September 2007, pp 95 -112. 

 BOOK CHAPTERS

1. Gora, R. B. and Muchenje, F. (2022). Indigenous Knowledge Systems in the School Curriculum: Issues and Perspectives from the South. In A. Mamvuto, F. Makuvaza, P. Kwaira, and F. Zindi (Eds), Discourses in Education and Culture in Postcolonial Zimbabwe, Harare: University of Zimbabwe Publications, pp 37-59.
2. Muchenje, F. and Gora, R. B. (2022). Approaches to Multicultural Education: Implications for Practice in Zimbabwean Primary Schools. In A. Mamvuto, F. Makuvaza, P. Kwaira, and F. Zindi (Eds), Discourses in Education and Culture in Postcolonial Zimbabwe, Harare: University of Zimbabwe Publications, pp 145-162.
3. Kasonde, A. and Gora, R. (2020). Le bilinguisme institutionnel des universités africaines et l’impératif panafricaniste à l’ère de la mondialisation: critique de la micro-pédagogie [English translation: Institutional Bilingualism in African Universities and the Imperative of Pan Africanism during the Era of Globalization: A critique of micro-pedagogy]. In S. M. X. Atenke Etoa, J. Evouna and V. Eloundou, La linguistique au pluriel: Hommage a Louis Martin Onguene Essono Muchenje, F. and Gora, R. B. (2018). Gender role socialisation and GBV: Is our education system helping? In SIPD Institute (Eds.) Gender-based Violence in Zimbabwe: Critical questions and the way out. Harare: Southern Institute of Peacebuilding and Development, pp 58 - 76.
4. 4. Makuvaza, N. and Gora, R. B. (2018). OPHs as a Legacy of Colonialism in Postcolonial Zimbabwe: Perspectives from Hunhu/Ubuntu Cultural Perspectives. In Mangena, Fainos and John Douglas McClymont (Eds.)Philosophy, Race and Multiculturalism in Southern Africa: Zimbabwean Philosophical Studies, III. USA: The Council for Research and Values, pp 251 - 268.
   5. Gora, R. B. (2017). (Re-) Integrating African languages into the Zimbabwean Curriculum. In Shizha, Edward and Ngoni Makuvaza (Eds.) Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post Millennium Development GoalsThe Netherlands - Rotterdam: Sense Publishers, pp 141 - 158.
   6. Muchenje, F., Gora, R. and Makuvaza, N. (2016). Interrogating the Concept of Time among the Shona: A Postcolonial Discourse. In Gloria Emeagwali and Edward Shizha (Eds.) African Indigenous Knowledge and the Sciences: Journeys into the Past and Present.The Netherlands: Sense Publishers, pp 79 - 92.
   7. Gora, R. (2014). The Teacher’s Rapport inside and outside the School. In Tatira, L. (Ed.) Becoming an Effective Teacher.. Harare: Benaby Printing and Publishing (Private) Ltd, pp 50 – 57.
   8. Gora, R. (2013). The Shona Poem in Mapara, J. and Mudzanire, B. (Eds.) (2013). UBUNTU/UNHU PHILOSOPHY: A Brief Shona Perspective Harare: Bhabhu Books, pp 88 - 98.

   Edited book accepted for publication 

5. Makuvaza, N. and Gora R. B. (Eds) (forthcoming). Negotiating Issues of Unhu/Ubuntu and Indigenous Knowledge Systems within the Updated Curriculum (2019-2022) in Zimbabwe: A Reader for Africa (accepted by University of Zimbabwe Press, 262 pages).        

6. Book, chapters and papers/articles accepted for publication
7. 1. Makuvaza, N. and Gora R. B. (forthcoming). Negotiating Issues of Unhu/Ubuntu and Indigenous Knowledge Systems within the Updated Curriculum (2019-2022) in Zimbabwe: A Reader for Africa, an Introduction for Negotiating Issues of Unhu/Ubuntu and Indigenous Knowledge Systems within the Updated Curriculum (2019-2022), pp 1-16 (accepted by University of Zimbabwe Press).
   2. Gora, R.B. and Muchenje, F. (forthcoming). Incorporating indigenous knowledge systems in Zimbabwe’s Updated Curriculum: Issues and perspectives. In Makuvaza, N. and Gora R. B. (Eds). Negotiating Issues of Unhu/Ubuntu and Indigenous Knowledge Systems within the Updated Curriculum (2019-2022) pp 96-113(accepted by University of Zimbabwe Press)                                                                                                         
   3. Mhaka, E., Mhaka, I., Makuvaza, N., Gora, R. B. and Mutasa, J. (forthcoming) Deconstructing and reconstructing Shona culture and the disability narrative in Zimbabwean educational spaces: Implications for inclusive education. In Makuvaza, N. and Gora R. B. (Eds).Negotiating Issues of Unhu/Ubuntu and Indigenous Knowledge Systems within the Updated Curriculum (2019-2022) in Zimbabwe: A Reader for Africa, pp 237-262 (accepted by University of Zimbabwe Press). Negotiating Issues of Unhu/Ubuntu and Indigenous Knowledge Systems within the Updated Curriculum (2019-2022)