“If They Strike Once, We Will Strike Twice”: Office Door Graffiti as a Double Force Retaliation Against Administrative Policies in Zimbabwean Public Schools

Abstract

This paper examines office door graffiti in Zimbabwean public schools as a form of learner dissent against administrative policies. It presents graffiti as a creative outlet for frustration and a critique of authority, reflecting a collective discontent among learners. Often filled with insults aimed at specific administrators, this artwork encapsulates learners' emotional challenges within rigid institutions. The study utilises a mixed-method approach, gathering data from four public schools in the Masvingo district through interviews, focus group discussions, and participant observations. Grounded in Dadaism, the research portrays graffiti as spontaneous rebellion against injustices and a voice for marginalised learner populations. Its strategic placement on office doors symbolises a confrontation with authority, urging administrators to address learner grievances. Ultimately, this study emphasises the importance of graffiti as a visible critique of authority, shedding light on the socio-political contexts affecting learner experiences in Zimbabwe’s public schools and highlighting learner agency in systemic challenges.