Colonial-era school names spark fresh debate in Zimbabwe

Every school day, hundreds of learners pass beneath the gates of Allan Wilson High School in Harare, carrying books, sharing conversations and preparing for lessons.

For many, the name emblazoned on school blazers, sports jerseys and exercise books is simply part of the institution's identity.

Yet that name has become the centre of a growing national conversation about history, memory and how independent Zimbabwe should engage with its colonial past.

The school is named after Major Allan Wilson, a British colonial officer who led the Shangani Patrol during the First Matabele War in 1893 as the British South Africa Company pursued King Lobengula during the conquest of present-day Zimbabwe.

Wilson and his patrol were killed on December 4, 1893, after being surrounded by a large Ndebele force under General Mtshana Khumalo.

More than three decades after independence, the question of whether schools named after colonial figures should retain those identities has returned to public debate.

The issue first gained national prominence in 2001 when the late Education Minister, Aeneas Chigwedere, launched an initiative aimed at replacing colonial-era school names with alternatives rooted in indigenous heritage and liberation history.

School development associations were instructed to submit proposed names by the end of that year.

However, the programme encountered significant challenges.

Schools were expected to bear the costs of changing signage, uniforms, badges, stationery and official records, a financial burden many institutions said they could not afford.

Critics also argued that the process lacked sufficient consultation and diverted attention from pressing educational challenges such as infrastructure deterioration, shortages of learning materials and declining standards.

As enthusiasm waned, many institutions reverted to their original names, leaving the exercise largely incomplete.

Today, the debate has resurfaced.

Across Zimbabwe, numerous schools continue to carry names associated with colonial administrators, missionaries, military figures and political leaders.

Among them is George Stark School in Mbare, named after George Stark, who served as director of native education in colonial Southern Rhodesia between 1934 and 1954.

Retired educator Miriam Dube said understanding the historical context behind such names is important.

"They wanted Africans to become workers, not leaders," she said.

"When you understand that history, you begin to ask deeper questions about what these names represent today."

Yet many former students view the issue differently.

For generations of alumni, names such as Allan Wilson, Churchill and Prince Edward have become associated with personal memories, academic achievements and lifelong friendships rather than colonial history.

Former Allan Wilson student Tawanda Chikukwa said school identities often evolve beyond their original historical associations.

"When people hear the name Allan Wilson, they think of the school community first," he said.

"They remember the classrooms, the teachers and the friendships. The historical meaning sometimes comes later."

The transformation of Allan Wilson's school motto illustrates that evolution.

Before independence, the institution's motto read "They Were Men of Men", reflecting colonial ideals of military heroism.

Following independence, it was changed to "We Are Men of Men", shifting the focus from commemorating historical figures to defining the identity of current learners.

Other schools facing similar questions include David Livingstone High School, named after Scottish missionary and explorer David Livingstone, who renamed Mosi-oa-Tunya as Victoria Falls in honour of Queen Victoria.

Meanwhile, Churchill School continues to honour former British Prime Minister Winston Churchill, while Roosevelt Girls High School bears the name of former United States President Franklin D. Roosevelt.

To many learners, these names simply represent established institutions.

But cultural historian Dr Rebecca Nyathi argues that public names are never neutral.

"Names are never neutral," she said.

"They tell us who society chose to honour, whose stories mattered and whose voices were considered important at that particular moment in history."

She said debates over monuments, street names and public institutions are common across post-colonial societies seeking to reconcile inherited histories with contemporary national identities.

"In many ways, this is not just about changing signboards. It is about deciding how a nation remembers itself," she said.

The Ministry of Primary and Secondary Education has sought to calm speculation surrounding the issue.

Director of Communication and Advocacy Mr Taungana Ndoro said consultations currently underway at some institutions remain exploratory and research-based.

"This is a preliminary process. It is research-based consultation," he said.

According to the ministry, the consultations are intended to gather views from learners, parents, alumni, educators, historians and local communities before any decisions are considered.

Several alternative names previously proposed during the 2001 exercise have resurfaced in recent discussions.

Among them were proposals to rename Allan Wilson High School as Mutapa High School, George Stark School as Charles Mzingeli School, Roosevelt Girls High School as Marumbi Girls High School and Prince Edward School as Murenga Boys School.

Supporters argue that such names would better reflect Zimbabwe's liberation history, indigenous heritage and cultural identity.

Others, however, caution against viewing renaming as the only path toward decolonisation.

University student Ashley Moyo believes schools should use existing names as opportunities to teach history rather than erase it.

"If learners know the complete history, they can think critically for themselves," she said.

"You cannot fully understand Zimbabwe's story without understanding colonialism, liberation and everything in between."

The debate has also migrated online, where Zimbabweans have expressed sharply differing views.

Some argue resources should be directed toward improving school infrastructure, teacher welfare and educational outcomes rather than changing names.

"Let us put money into the schools, renovate old buildings, pay teachers, buy books and proper furniture," wrote one social media user during a widely shared discussion.

Others believe retaining colonial-era names serves as a reminder of the country's journey.

"I am not against decolonisation, but I believe those names must remain as they are, so our kids and generations to come will know exactly how far we have come," wrote another contributor.

Media analyst Jubilant Masanzu said social media has become a powerful platform for national reflection.

"Today's public square is digital," he said.

"Social media comments may not represent every citizen, but they provide insight into how ordinary people are processing national questions in real time."

Traditional leader Chief Mangwende believes the conversation extends beyond politics and into the heart of African identity.

"A name can carry pain. A name can carry hope," he said.

"That is why Africans have always respected the meaning behind names."

For him, the current debate reflects a broader search for belonging and self-definition in post-colonial Zimbabwe.

"When children ask why their school has a certain name, they are really asking who we are as a people," he said.

As the discussion continues, no decisions have yet been made about renaming any schools.

But the renewed debate has prompted many Zimbabweans, particularly younger generations, to look more closely at the names they encounter every day and the histories they represent.

Whether those names remain unchanged, are reinterpreted or eventually replaced, the conversation has reopened important questions about memory, identity and how Zimbabwe chooses to tell its story.