In this theoretical paper, we contribute to ongoing narratives that attempt to mitigate and curb school violence. We do this by critiquing school relations through the lens of critical emancipatory research. Critical emancipatory research has the impetus to map skewed relations that exacerbate school violence in South African schools. In order to achieve our aim, we highlight various principles of critical emancipatory research that position the theory so that it relates to rebuilding school safety to achieve better schools for all stakeholders. The principles of social justice and social transformation, and the necessity to eliminate false consciousness, are discussed as critical elements of mitigating school violence. The article argues that critical emancipatory research, when it is used to frame relationships within the school milieu, has the impetus to forge new dimensions of, and responses to, conflict resolution-and to lessen school violence.

This editorial is a culmination of various research on the area of posthuman theorization as applied to the field of education. It also focused on the need for borderless curriculum to circumvent global challenges such as genocide, terrorism among other things. It details the rationale of adopting a post human and borderless curriculum to respond to the ambivalence brought by the corona virus. The special issue gives alternatives which emerged during the pandemic and arms educators and learners with new models of learning that will ensure education system is not disrupted on the even another pandemic emerges. The argument of the special issue is that within the auspices of posthuman and borderless curriculum something else, and new is possible through working and thinking together.

Informed by a decoloniality lens and referencing motifs such as coloniality of power, knowledge, and being, this theoretical article analyses and problematises conflict, and reconstructs the experience of foreign and local prophets in South Africa. There is growing tension between foreign pastors and local pastors, with the former seemingly being popular because of performing ‘miracles,’ huge followings, and, in some cases, through mafia tendencies, which ignite the notion that expelling them from South Africa can be a counter-hegemony strategy to deal with popularism and criminality. The articles respond to two questions in this article: What factors influence conflict between migrant and local prophets? and, how can the story of David and Jonathan be used as a starting point for collective engagement in a process to achieve peace and healing? The article ends with arguing that the Jonathanic theology of peace, if pursued by migrant and local prophetic movements in South Africa, can reconstruct the prophetic terrain and assist in facilitating a rehumanising process, in addition to enacting the ontological density that has been lost. The article ends by arguing that Jonathanic theology is doable and desirable as a sustainable solution for religious conflict in South Africa.

Zimbabwe’s second republic, born after the fall of Robert Mugabe on 17 November 2017, has been characterised by many controversies. Some of the most important of these include claims that human rights, accountability and democracy are being disregarded, and religious leaders are acting as regime enablers to maintain injustice. This article problematises the role of Nehemiah Mutendi and Andrew Wutawunashe, the harbingers of the second republic. I look closely at Mutendi’s and Wutawunashe’s roles in the second republic, in the light of human rights and show how their involvement in the political matrix has the potential to disrupt social cohesion, stoke hate and misrepresent the religious mandate by assuming the role of regime enablers. I argue that, although religious leaders have a constitutional right to be involved in politics, their primary mandate is to promote morality and human rights, fight for the poor and marginalised and not to surrender these rights for the sake of obtaining benefits.Intradisciplinary and/or interdisciplinary implications: The article draws from the nexus theology, religious studies, politics, economy and sociology. The article attempts to show how religious leaders in their involvement in politics affect social arrangements, economy and peace. Therefore, it is interdisciplinary in the sense that it discusses religious issues informed by politics, economy and peace narratives.

Orientation Research Purpose: In response to social unrest that has eaten deep into the fabric of the University system in Nigeria, this theoretical paper is positioned to respond by examining the Human Relations Theory of Management (HRTM) as a suggestible solution to the management of the incessant students’ oriented crisis in the system. The theory was argued towards exposing the dividends enjoy by organisational stakeholders emanating from the outcome of the Hawthorne study.Research approach and Finding: The study adopted literature and observations as a research approach, while theoretical analysis was employed to interpret and make sense of HRTM. The analysis was considered from its evolutionary point of view; the development of Human Relation Theory of Management, the contributions of Jacob Moreno’s stoichiometry and McGregor’s Theory X and Y. I further argued and justified that the assumptions of the theory such as; belongingness, inclusiveness and recognition, an informal or formal social group within a workplace, development of affinity in workplace, motivation, and communication are the roadmap to the people’s management. In the same vein, it becomes a useful tool for managing students’ unrest in Universities. The relevant of the theory to crisis management was equally exemplified, coupled with the development of a theoretical model to better simplify the nexus between HRTM and crisis management.Implication for Management: Observations were made based on the assumptions of the theory to respond to the vacuum HRTM supposed to have filled. The study conclusively recommends that; inclusive decision making, the committee system, motivation and communication should be paramount in managing the system to enable amicable relationships for better productivity, peace and relative tranquility.

This study undertakes a decolonial reading of the Zimbabwean history curriculum as an exemplar of how knowledge and pedagogy could be reframed as the basis for curricular justice in a global imaginary that is predicated on the epistemic hegemony of the Global North. The study which is framed as a conceptual research article introduces and argues for undoing historicide as a heuristic within the broader scope of the epistemic decolonial turn. The Zimbabwean history curriculum, as a unit of analysis, is referenced to exemplify entrapment within the Cartesian paradigm of knowing, despite the country’s political independence. The argument developed is that history curricula that do not interrogate the geography and biography of knowledge entrench the hegemonic narrative of the coloniality of power and by extension colonial historiography. The paper suggests that the way out of the epistemic quandary that pervades the Zimbabwean history curriculum entails re-envisioning curricular practices in ways that ensure the emergence of a pluriverse in which we reclaim, restitute and legitimate our knowledges and histories, and affirm our ontological densities as equal to those of the Global North.