Pro-Vice Chancellor, Academic Affairs and Administration

Professor Attwell Mamvuto

Pro-Vice Chancellor, Academic Affairs and Administration

Ph.D; M.Ed; B.Ed; Cert. Ed; Executive Cert. Program & Project M&E (UZ)

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ORCID: 0000-0003-2644-338X  

Professor Attwell Mamvuto is an Associate Professor, Art and Design Education in the Department of Art Design and Technology Education, as well as the Pro-Vice Chancellor, Academic Affairs and Administration at the University of Zimbabwe. He has also been a Chairperson of the Department of Teacher Education, Deputy Dean and Dean of the Faculty of Education, Proctor as well as the Senior Proctor at the University of Zimbabwe. During his tenure as the Chairperson of the Department of Teacher Education, he was responsible for teacher education programmes in all teachers colleges in Zimbabwe that are associate institutions of the University of Zimbabwe. He is internationally published in the areas of art curriculum, pedagogy, assessment in art education, and teacher education. His editorial experience includes a reviewer for international journals and an editor of book manuscripts. He has been an external examiner to local and regional universities. He has done consultancy work for entities such as UNICEF, VVOB, Save the Children, and Youth Council of Zimbabwe. Professor Mamvuto is an executive board member of the Africa Arts Association (AfrAA), a continental arts body, and member of the International Study Association on Teachers and Training (ISATT). 

Publications (Journal articles, book chapters)

1. Mamvuto, A.(2025). Public art in Zimbabwe. Perspectives for the enhancement of the art and design curriculum.  International Journal of Education and the Arts, 26(12). http://doi.org/10.26209/ijea26n12
   
2. Chiutsi, V. & Mamvuto, A.(2024). Culture and visual representation in children’s unsolicited graphic art: Insights with pedagogical implications. Mosenodi Journal,27(2), 19-32. 
3. Imbayago, S., Mamvuto, A., Katsamudanga, S., & Kwaira, P. (2024). Reading beyond the imagery: Interpreting the art of Tengenenge sculpture community. Communiars, Journal of Image, Arts and Critical and Social Education, 12, 55-69 
4. Mpofu, N., Mamvuto, A., & Nhira-Mberi, E. (2024). Metaphoric visual expressions in African art: an iconographical analysis of selected artworks by contemporary visual artists. Visual Studies. https://doi.org/10.1080/1472586X.2024.2346627 
5. Mamvuto, A.& Mannathoko, M. (2024). Truncated art education: Perspectives on Africanizing the art and design curriculum. In K, Freedman & F. Hernández- Hernández, Curriculum, Culture and Art Education: Comparative Perspectives, pp229-242. SUNY Publishers, USA. 
6. Mamvuto, A.(2024). Museum-school partnership: Synergizing paradigmatic engagements. In A. Sinner, B. White, & T. Osler (Eds).Propositions for Museum Education: International Art Educators in Conversation. 149-160. Intellect Publishing, UK. https://doi.org/10.1386/9781789389135_14 
7. Mamvuto, A.; Machingura, F.; & Tafirenyika, J. (2024). Motivation for Doing Postgraduate Studies especially Doctoral Studies (PhD) in Zimbabwe.In F. Machingura & M. Mawere,Titles without Meriting: Interrogating the Fake Doctorate Phenomena, pp. 111-125. Lexington Books, UK. 
8. Tafirenyika, J.; Machingura, F.; &. Mamvuto, A.(2024). Supervisor Related Factors Impacting on Doctoral Degree Candidature at a Selected Higher Education Institution in Zimbabwe. In F. Machingura & M. Mawere, Titles without Meriting: Interrogating the Fake Doctorate Phenomena, pp. 183-199. Lexington Books, UK. 
9. Mpofu, N., Mamvuto, A.,& Mupondi, G. (2023). Envoicing silent objects: Giving found objects a new lease of life by contemporary African artists.Australian Art Education
   44(1), 30-41 
10. Mamvuto, A. (2023). Modeling an authentic multivariate assessment scheme in art and design teacher education curriculum,Communiars, Journal of Image, Arts and Critical and Social Education,10, 24-36. https://dx.doi.org/10.12795/Communiars.2023.i10.02  
11. Mamvuto, A.  & Samwanda, B. (2023). Museum, a space for a[c]ulturing authentic aesthetic sensibilities.International Journal of Education & the Arts, 24(si1.5). http://doi.org/10.26209/ijea24si1.5 
12. Imbayago, S.; Mamvuto, A.; Katsamudanga, S. & Kwaira P. (2022). Synergizing gallery narratives and art and design teacher education curricula for enhanced visual art practice. ZANGO Journal of Contemporary Issues 35, 42-56.
13. Mamvuto, A. (2022). Anecdotal discourses in Art and Design education in Zimbabwe. In A. Mamvuto; N. Makuvaza; P. Kwaira & F. Zindi. Discourses in Education and Culture in Post-Colonial Zimbabwe. Harare: University of Zimbabwe Press.  
14. Mamvuto, A.& Mannathoko, M. (2022). Reconfiguring and programming visual arts education in primary and secondary schools amidst COVID-19 protocols.Mosenodi Journal,25(2), 103-118. \
15. Mamvuto, A.; Dlodlo, M.; Dewa, V. & Dziwa, D.D. (2022). Art and Design in higher education: Narratives and trajectories in university education in Zimbabwe. In D. Garnet & A. Sinner (eds.)Living Histories: Encounters with International Perspectives in Art Education,176-189. UK: Intellect.   
16. Mamvuto, A.& Kangai, P. (2021). Portfolio implementation for self-reflection and professional growth of students in the arts.Visual Studies https://doi.org/10.1080/1472586X.2021.1940262. 
17. Mamvuto, A.& Mannathoko, M. (2021). The changing African Art and Design Curricular: Narratives from Teacher Education.Arts Education Policy ReviewArts Education Policy Review https://doi.org/10.1080/10632913.2021.1952675. 
18. Mamvuto, A.(2021). Interfacing artistic freedom, censorship, and pedagogy: An interview with artist-teacher Chikonzero Chazunguza. Visual Arts Research,47(2), 89-101.  
19. Gurure, R. & Mamvuto, A. (2021). Examining teachers’ discourses of the Visual and Performing Arts (VPA) in the primary school curriculum. Australian Art Education
    42(1), 70-82.
20. Mannathoko, M. & Mamvuto, A.(2020). Modelling an integrative approach to the Creative and Performing Arts and the Visual and Performing Arts in the primary school curriculum.  Lonaka Journal of Learning and Teaching,11(2), 100-116. 
21. Musoni, P., Mamvuto, A.  & Machingura, F. (2020). Traditional African religious artefacts in the Johane Masowe Chishanu yeNyenyedzi Church in Zimbabwe: Interpreting the visual narratives. Studia Historiae Ecclesiasticae46(1): 1-17. 
22. Mamvuto, A.& Mannathoko, M. (2019). African art and design curriculum: In R. Hickman (General Editor), J. Baldacchino, K. Freedman, E. Hall & N. Meager (Volume Editors) International Encyclopedia of Art and Design Education,  (pp. 577-587). Sussex: John Wiley & Sons Inc. 
23. Mamvuto, A.(2019). Visual arts and art education in Zimbabwe since the 1999 Presidential Commission of Inquiry into Education and Training (CIET). Teaching Artist Journal 17(1-2): 34-44. 
24. Mamvuto, A. (2019). Interfacing contemporary art and art education in sub-Saharan Africa. In R. Hickman (General Editor), J. Baldacchino, K. Freedman, E. Hall & N. Meager (Volume Editors). International Encyclopedia of Art and Design Education, Histories and Philosophies.(pp. 205-217). Sussex: John Wiley & Sons Inc. 
25. Mannathoko, M. & Mamvuto, A.(2019). Assessment in art and design education. An analysis of practices in Botswana primary schools. In R. Hickman (General Editor), J. Baldacchino, K. Freedman, E. Hall & N. Meager (Volume Editors). International Encyclopedia of Art and Design Education,Pedagogy.(pp. 1233-1249). Sussex: John Wiley & Sons Inc. 
26. Mannathoko, M. & Mamvuto, A.(2018). Teaching the arts in the primary school curriculum. What strategies imbue the integrative arts subjects? Studies in Art Education.59(2): 145-158. 
27. Mannathoko, M. & Mamvuto, A.(2018). Drawing and the aesthetisation of the human figure by the Botswana children aged four to ten years: Implications for pedagogy. International Journal of Art and Design Education. 38(2), 376-386.  
28. Mannathoko, M. & Mamvuto, A.(2018). Learner involvement in art and design education assessment: The missing matrix in Botswana primary schools. Arts Education Policy Review, 119:3, 172-184. 
29. Khudu-Petersen, K. & Mamvuto, A.(2016). Second chance education in Botswana: Implementing a holistic approach based on the botho philosophy to empower marginalised youth in the Kweneng District,Alternative: An International Journal of Indigenous Peoples12(1): 57-70. 
30. Kangai, P. & Mamvuto, A.(2012) Picturing the curriculum: Decoding the socio-cultural messages in children’s unsolicited representations. Zimbabwe Journal of Technological Sciences. 2(1): 121-138. 
31. Mamvuto, A. Academic examining in the University of Zimbabwe Scheme of Association. In A. Mamvuto, P. Kangai, B.R.S. Chivore & F. Zindi (Eds). Excellence in Teacher Education: The Zimbabwe Experience (pp46-62). Harare. University of Zimbabwe. ISBN 978-1-77920-045-7.

32. Kangai, P. & Mamvuto, A. (2011) Emerging perspectives in teaching practice external examining in the University of Zimbabwe scheme of association.Zimbabwe Journal of Educational Research  23(2): 84-101.  yedele, V.; Mamvuto, A.& Nhiwatiwa, L. (2010) Teachers’ perceptions on the effectiveness of women leadership in Mutare District schools. Zimbabwe Journal of Educational Research, 22(2): 170-180.   

33.  Oyedele, V.; Mamvuto, A. & Nhiwatiwa, L. (2010) Teachers’ perceptions on the effectiveness of women leadership in Mutare District schools.Zimbabwe Journal of Educational Research 22(2): 170-180.

34. Mamvuto, A.& Kangai, P. (2009) Michael Polanyi’s theory of cognition: Its critique and implications for art education. Zimbabwe Journal of Educational Research, 21(2): 142-155.                            

35. Mavhunga, P.J; Mavundutse, O. & Mamvuto, A.(2008). Professional studies: The Zimbabwe teacher education curriculum bearer? Zimbabwe Bulletin of Teacher Education,15(1): 93-109. 

36.   .Mamvuto, A.(2006) Deconstructing visual imagery by the mentally retarded: Implications for methodology theory. Zimbabwe Journal of Educational Research,18(1): 50 – 89.                       

37. .Mamvuto, A.(2006). A case study of multiculturalism and diversity in art and design teaching and learning in selected secondary schools in Bulawayo. Zimbabwe Bulletin of Teacher Education, 13(2): 39-61. 

38. Mamvuto, A.(2004) Developing critical and reflective thinking in art and design studio practice through formative portfolio management: An analysis of pre-service art and design secondary school teachers. Zimbabwe Journal of Educational Research,16(1): 29 - 52. 

39. Mamvuto, A.(2002). Involving students in the evaluation process of their own creative art studio productions through mutual evaluation,Zimbabwe Bulletin of Teacher Education, 11(2): 1-14.