Graffiti, long regarded as both an act of subversion and a
vibrant form of popular expression, occupies contested spaces within urban
environments across the globe. In post-colonial Africa, its emergence as a
visual language of resistance and identity formation is increasingly
recognised, particularly within rapidly transforming cities. It is upon this
backdrop that this research explores how graffiti in the city of Gweru,
Zimbabwe, can move beyond its common framing as mere vandalism to serve as an
alternative site for fostering critical literacy and public engagement. The
argument avowed in this investigation is that graffiti, when examined through
an educational lens, offers rich possibilities for enhancing critical thinking,
visual literacy, and civic awareness among the wider community. It further
argues that the visual texts displayed on the city’s walls, bridges, and
abandoned buildings encode subversive narratives that challenge dominant
socio-political discourses while providing platforms for marginalised voices to
be heard. The study is theoretically grounded in Systemic Functional
Linguistics (SFL), which provides a robust framework for analysing the
semiotic, symbolic, and discursive elements of graffiti as a form of multimodal
communication. Methodologically, the study employs a qualitative approach that
integrates fieldwork involving the photographic documentation of graffiti
across various sites in Gweru. This is complemented by in-depth interviews with
graffiti artists and community members, alongside document analysis of relevant
public discourses surrounding graffiti. The findings reveal that graffiti in
Gweru serves as political discourse, civic engagement, social commentary, and a
pedagogical tool for critical literacy. The study recommends that educators and
policymakers harness its educational and civic potential to promote critical
awareness, creativity, and inclusive community dialogue.
Author(s) Details
Tendai Chirimaunga
The National Language Institute, Midlands State University, Zimbabwe.
Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH10
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