https://journals.unza.zm/index.php/ZJOCI ZANGO, a Zambian Journal of Contemporary Issues is published by the University of Zambia Press under ISSN: 1028-3536. For submission of articles contact the Chief Editor on the following emails: zango@unza.zm / press@unza.zm. en-US zango@unza.zm (Mpandamabula Florence) manasseh.mwansa@unza.zm (Manasseh Mwansa) Thu, 11 Jan 2024 14:11:09 +0000 OJS 3.1.0.1 http://blogs.law.harvard.edu/tech/rss 60 https://journals.unza.zm/index.php/ZJOCI/article/view/1149 All editorial correspondences should be sent to: ZANGO, the Zambian Journal of Contemporary Issues, UNZA Press, C/O The University of Zambia, P.O. Box 32379, Lusaka, Zambia or email zango@unza.zm Florence Tembo ##submission.copyrightStatement## https://journals.unza.zm/index.php/ZJOCI/article/view/1149 Thu, 11 Jan 2024 14:05:40 +0000 https://journals.unza.zm/index.php/ZJOCI/article/view/1148 We once again welcome you to an intellectually rich parked thirty seventh (37th) volume of ZANGO – Zambia Journal of Contemporary Issues. As one Ghanaian saying reminds us that ‘A single bracelet does not jingle’ this edition of ZANGO contains exciting scholarly articles based on well researched topics drawn from studies done in Kenya, Malawi, Nigeria and Zambia. The articles in the current volume have produced a well-mixed academic jingle that provides a soothing scholarly sound to thirsty minds of readers. Innocent Mutale Mulenga ##submission.copyrightStatement## https://journals.unza.zm/index.php/ZJOCI/article/view/1148 Thu, 11 Jan 2024 00:00:00 +0000 https://journals.unza.zm/index.php/ZJOCI/article/view/1142 This article identifies and interrogates the conceptual issues surrounding the philosophy of democratic control of the military in new democracies from a liberal-pluralist perspective. Such control aims at curbing the military’s power and aligning it with civilian-crafted defence policies. It is observed that the dominant paradigm neglects the role of societal and external forces in the process of democratic control. Prominence is largely given to governmental institutions notably, the executive, legislature, and to some extent, the civil society. The article employs the comparative, historical, institutional, and structural tools of reconceptualising the theory and practice of civilian control of the military in new democracies. It is argued that democratic control of the military is a multifaceted process involving many actors. These cover legitimated state organs including military leaders, societal or domestic non-governmental forces, and international actors. They exercise respective functions in institutionalising democratic control. The article notes that the trajectory of the democratic control of the military in Africa, Asia, and Latin America depends on inconsistencies in Western influences on the domestic political environments of such states. Mohammed Lawal Tafida, Dr, Rauf Ayo Dunmoye, Prof., Nadir Abdulhadi Nasidi, Dr ##submission.copyrightStatement## https://journals.unza.zm/index.php/ZJOCI/article/view/1142 Wed, 10 Jan 2024 21:17:18 +0000 https://journals.unza.zm/index.php/ZJOCI/article/view/1143 The article aims at proposing the improvement of initial teacher education in Africa. The authors used desk research to put together the arguments contained in this article. The main proposals of the chapter are two-fold. Firstly, the article proposes expansion of the teacher education coursework to include action research, African knowledge systems and intercultural education. Secondly, the article proposes a versatile practicum for initial teacher education. The practicum must be used for assessment and for professional development and teaching purposes. This chapter concludes that to produce the teacher of the 21st century, teacher preparation programmes must focus on active intellectual engagement by which teachers are equipped with requisite professional knowledge and skills. This agrees with the constructivist teaching/learning theory and participatory teaching methods, which advocate for active participation by students in the learning process. In this theory, learners are supposed to take charge of their learning through inquiry or discovery. To concretise this knowledge and skills acquisition through the practicum, the authors recommend for Zambia and indeed Africa, the school-based model. This preference for the school-based model is anchored on the fact that it is a much better model because, by attaching students to schools right from the first year of the programme, they will have adequate time for combining theory and practice and for developing correct professional dispositions. Peter Chomba Manchishi, Prof., Madalitso K. Banja, Dr ##submission.copyrightStatement## https://journals.unza.zm/index.php/ZJOCI/article/view/1143 Thu, 11 Jan 2024 00:00:00 +0000 https://journals.unza.zm/index.php/ZJOCI/article/view/1145 The African festivalscape has yet to be traversed from the angle of decoloniality, which points to it requiring some ‘unmaking’ and ‘remaking’, to transform it into an entity relatable to its environments. Thus, the lagging behind of the African sphere in festival development may be attributed to a misunderstanding of the ‘African festival’ construct. This is symptomatic of the residue of colonial hangover observed through systems that still personify former colonisers. This conceptual study seeks to advance festival theory development, by offering insights on festival coloniality deterrents and potential opportunities that may accrue from the decolonisation of the African festivalscape. Patricia Mumbengegwi, Jacob Mapara, Prof., Forbes Kabote, Dr ##submission.copyrightStatement## https://journals.unza.zm/index.php/ZJOCI/article/view/1145 Thu, 11 Jan 2024 12:11:29 +0000 https://journals.unza.zm/index.php/ZJOCI/article/view/1146 Nomadic pastoralists of Kenya occupy the drylands of the country that make up roughly 80 per cent of the total land area. The defining attributes of these areas include soil moisture deficiency, ethnic conflict and food insecurity. Nomadic pastoralism, the local mainstay is challenged by the cross-pollination of environmental vagrancy, ethnic conflict and poor social services. This subjects children to perennial mobility in the rangelands and, hence, hard-to-reach with social services. The migration increases children’s vulnerability and exposes them to conditions that are counterproductive to their growth and development. Consequently, the children are unable to access quality social services including water, health, education and food. This increases their vulnerability to different shocks due to the relative deprivation occasioned by the apparent conspiracy of the social and natural environments. This article uses secondary data to understand the nexus between conflict, livelihood and vulnerability, and the place of social work in the nomadic children of Kenya,and its implications on nomadic children. We conclude that conflict and nomadic pastoralism combine to expose nomadic children to numerous adversities. Henceforth, we recommend social work intervention to moderate nomadic children’s vulnerability and augment their welfare. Ezekiel Mbitha Mwenzwa, Dr ##submission.copyrightStatement## https://journals.unza.zm/index.php/ZJOCI/article/view/1146 Thu, 11 Jan 2024 12:32:09 +0000 https://journals.unza.zm/index.php/ZJOCI/article/view/1147 In this study, the researchers examined learners’ knowledge, attitudes and practices towards learning Climate Change Education (CCE) content in senior secondary schools in Malawi. The mixed method convergent parallel design was employed. Data was collected from 64 participants consisting of learners in 8 secondary schools in two education divisions. Questionnaires and focus group discussions were used to collect data. Quantitative data was analysed using SPSS, while qualitative data was analysed thematically. Results indicate that 56.9 per cent of learners had little knowledge of CC. In terms of attitudes, 73.4 per cent agreed that learning CCE content makes them worried about the environment. It was found that an average of 66.9 per cent of the learners did not have a variety of CCE practices for mitigating and adapting to CC. It was recommended that the senior secondary school curriculum should be revised to include CCE content and activities that are likely to promote learning through practice. Duncan Wadson, Innocent Mutale Mulenga, Prof., Inonge Milupi, Dr ##submission.copyrightStatement## https://journals.unza.zm/index.php/ZJOCI/article/view/1147 Thu, 11 Jan 2024 13:40:10 +0000