Reading the Wall: Graffiti as Critical Literacy in Urban Zimbabwe |Chapter 1 | Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

 

Graffiti can be understood as a form of social commentary, where artists utilise public spaces to express dissent against societal norms and injustices. Often dismissed as mere vandalism, graffiti serves as a medium of critical literacy, allowing individuals and communities to voice their thoughts, experiences, and frustrations. This chapter investigates graffiti as a crucial form of literacy, highlighting its role in urban landscapes beyond simple vandalism. By placing graffiti within its historical and cultural contexts, the authors explore how it functions as a potent form of expression that enables individuals and communities to share their thoughts, frustrations, and aspirations. Rooted in ancient communication practices, graffiti has developed into a modern phenomenon, reflecting the complexities of urban life and societal issues. The chapter contends that graffiti serves as social commentary, giving marginalised voices a platform to voice dissent and engage with urgent issues like inequality and injustice. Through analysing various graffiti styles in the Masvingo Urban Area, the study discusses how artists employ visual and textual elements to navigate social, political, and cultural narratives. The chapter also examines community responses to graffiti, focusing on how residents interpret or oppose the messages conveyed. By applying Jürgen Habermas's Theory of Communicative Action as a theoretical framework and using a qualitative research approach, the authors demonstrate graffiti’s potential as a form of public dialogue that fosters mutual understanding and reflection. This analysis highlights graffiti not just as an art form but as a vital instrument for social change and collective consciousness. The research positions graffiti as a site of critical literacy, encouraging viewers to question the content and context of what they observe. In doing so, the chapter underscores the importance of graffiti in reflecting broader struggles related to identity, marginalisation, and voice within Zimbabwean society, ultimately advocating for a re-evaluation of its role as a meaningful and transformative social commentary.

 

 

Author(s) Details

 

Nyasha Cefas Zimuto
University of Rwanda College of Education Laboratory School, (Rukara Model School), Rwanda.

 

Christopher Mutseekwa
University of Rwanda College of Education Laboratory School, (Rukara Model School), Rwanda.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH1