Can social justice be achieved through decolonisation?

Almost four decades into Zimbabwean democracy, the majority of people are still facing insurmountable constraints with no signs of abatement. Thus, this chapter critically reflected on the extent of fairness in rural postcolonial Zimbabwe, specifically focusing on rural schooling and how girls are affected as they become women. Appropriating Fraser's social justice theory, the study found serious material deprivation in rural communities. The constant hyperinflation has caused women to bear the full adverse effects. Instead of bringing development, decolonisation has culminated in a patronage system benefitting the chosen few while the rest of the population swims in unprecedented levels of poverty. Therefore, education policy, research and practice should engage girls living and schooling in rural areas, working out possible solutions for genuine decolonisation processes.