Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

Education transmits not only academic values but also moral values, beliefs, and attitudes. Values such as cleanliness, obedience, and hard work are usually imparted unintentionally in schools through the hidden curriculum, leaving lasting impacts on learners’ lives. However, the hidden curriculum may perpetuate gender or social inequalities, and learners end up revolting against these negative norms and values. This study explores the role of graffiti as a way of emotional venting and its potential to challenge educational hegemonic practices. Through the lens of Critical Theory, the study investigates how students and teachers in schools of Chiredzi District use art to express their discontent and vent their emotions. Employing a qualitative approach, where observations and interviews were utilised as data collection tools to find out the experiences and perceptions of three secondary school teachers and learners. The schools were purposively sampled because of their proximity to the researcher, and the participants consisted of ten teachers and twenty students. The study found that students utilise graffiti as a form of resistance and to revolt against hegemonic narratives that are imparted through the hidden curriculum. Graffiti, which is often perceived as vandalism, is portrayed as a form of communication and a voice against social inequalities that are transmitted through the hidden curriculum. The study recommends developing artistic expressions among students and also creating an inclusive environment in schools.