Policy Reform in a Colonial Setting: A Historical Discourse Analysis of George Stark’s Advocacy for Technical-Vocational Education

Colonial education is often criticized for being conservative, static, oppressive, and irrelevant to the needs interests of colonized people. This theoretical paper, however, disrupts established narrative condemnation by challenging scholars curriculum reform take a fresh look at colonial policy. study teases George Stark’s policy technical-vocational Africans employing critical historiography as framework historical discourse analysis its methodology. Two questions drive this paper: What were central tenets in Rhodesia, what lessons can be drawn from inform contemporary Zimbabwean secondary schools? From research findings, it cannot disputed that African Rhodesia (now Zimbabwe) was fervently racist discriminatory, framed within overarching scope white hegemony. But his advocacy practical seems pragmatic, visionary, prophetic. These findings become more compelling when considering current clarion call worldwide education. As if planners are scavenging nuggets widely condemned script, Zimbabwe government currently piloting initiative transform an academic practical-oriented curriculum. In light these appears there several practice globally. Keywords: Curriculum reform, education, historiography, analysis,