In the Footsteps of the Masters: Desmond M. Tutu and Abel T. Muzorewa

By Dickson A. Mungazi | Go to book overview

when he told the author that the policy of 5 percent cut in salary grants for the African primary teachers was a definite part of the RF's strategy to ensure that it sustained Rhodes's and Huggins's promise to perpetuate white political power for at least a thousand years. He added that for the RF to put him under house arrest for five years was a vengeful act, an attempt to use him as a piece of the puzzle of a major national crisis that it had created. 69 It would appear that the only way to end the crisis was for the RF to withdraw its policy. Because the RF refused to do this, Africans felt that it was their duty to redesign a new strategy to end the RF itself.


SUMMARY AND CONCLUSION

Two conclusions can be made at this point about the RF educational policy beginning in 1966. The first is that in announcing its new policy on April 20, 1966, the RF demonstrated its lack of interest in the real educational development of the Africans. What resulted, instead, was confusion and chaos that dominated its entire educational program for the remainder of its administration. It was not possible for either the Africans or the church leaders to make any sense or logical interpretation of what the RF was really trying to do, other than to give itself more power to retard the educational programs of the Africans. The church leaders could only conclude that "the Rhodesia Front government was all out to get them." 70 This was an act to confuse both the Africans and the church of its real intentions.

The second observation is that in announcing a series of policy changes from 1966 to 1968, the RF was indeed putting together the elements of an unprecedented institutional conflict. In a relentless pursuit of its educational policy, the RF also wanted the church to know that it was the undisputed authority in the area of policy on African education. At the same time, in resisting the RF educational policy, the church leaders wanted the RF to know that the days of cooperation between the two institutions were numbered, and that the church still could claim traditional authority to operate schools for the Africans in accordance with the religious principles that were essential to its mission.


NOTES
1
Methodist Church, Official Journal of the Rhodesia Annual Conference (Old Umtali: Rhodesia Mission Press, 1971), p. 154.
2
Hartzell Secondary School at Old Mutare Methodist Center, which the author attended, is named after him.
3
For detailed discussion of the problems that Victorian missionaries encountered in Africa, see Dickson A. Mungazi, The Honored Crusade: Ralph E. Dodge's Theology of Liberation and Initiative for Social Change in Zimbabwe

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In the Footsteps of the Masters: Desmond M. Tutu and Abel T. Muzorewa
Table of contents

Table of contents

  • Title Page iii
  • Contents ix
  • Illustrations xi
  • Preface xiii
  • Acknowledgments xvii
  • Introduction 1
  • 1 - The Role of the Church In South Africa and the Legacy of Trevor Huddleston 19
  • Notes 37
  • 2 - The Role of the Church In Zimbabwe and the Legacy of Ralph E. Dodge 39
  • Notes 57
  • 3 - Tutu's South Africa and Muzorewa's Zimbabwe Compared 61
  • Notes 81
  • 4 - Desmond M. Tutu: The Man And His Mission 85
  • Notes 105
  • 5 - Abel T. Muzorewa: The Man and His Mission 109
  • Notes 126
  • 6 - Tutu's Role in the Political Transformation of South Africa 129
  • Notes 147
  • 7 - Muzorewa's Role in The Political Transformation of Zimbabwe 149
  • Notes 172
  • 8 - Tutu and Muzorewa in the Footsteps of the Masters: Summary, Conclusion, and Implications 175
  • Notes 203
  • Selected Bibliography 207
  • Index 219
  • About the Author *
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