Talking about loss of innocence can remind us of someone being disturbed physically, psychologically, or mentally by natural or human-caused disasters. Through experiencing such violence, human beings suffer a lot, as their normal way of life (cultural life), their social interactions either nationally or globally, as well as their economic life become totally changed, either positively or negatively. According to research, people of all age groups can be affected by disasters, which may result in loss of innocence. However, the focus of this research targets loss of innocence in one certain group, which is the youth.
Although the definition of youth may vary from nation to nation, globally it is the period of transformation where one grows from childhood to adulthood, probably from the age of thirteen to eighteen. It is an important phase of human life which, depending on experiences, can shape one’s life as a whole, either positively or negatively. In other words, youth is a period of learning, where either trust or mistrust develops depending on experiences.
A youth life protected from disastrous experiences may result in a better tomorrow and a positive mind. This is far different from a youth life exposed to violence and disasters, as this may result in trauma, depression, misunderstandings, mistrustfulness, anxiety, and behavioral disturbances which, without early identification and solutions, can overtake one throughout life. This piece of research targets loss of innocence within youth life in Zimbabwe during the Zimbabwean liberation war of 1964 to 1979, which is also called the Chimureng.
Before the colonial era, this country of Zimbabwe was a peaceful land. Leadership was traditional only, from village heads to kraal heads, then chiefs and kings. This leadership was also hereditary and was considered a family matter. Cases were heard from the bottom up to the king. Economically, the people of this country relied on agriculture, mining, crafts, and both national and international barter trade. Respect was an issue of concern. Children were considered part of the society, and it was every elderly person’s duty to raise and groom all children in the society positively. There was no formal education, but young people used to learn by watching elders do tasks.
International barter trade attracted foreigners from the western hemisphere, and they became curious to invade Zimbabwe in order to get minerals. The deal started with the missionaries, who came preaching the word of God while at the same time surveying the land and paving the way for colonisation. So the colonisation itself started with the pioneer column, which was a group of British people led by Cecil John Rhodes. Carts pulled by horses were their transport. They entered this country through South Africa. As they enriched themselves in Zimbabwe, they gave places their own names, from Fort Victoria to Fort Salisbury, and it was there that they raised the Union Jack and named this country Rhodesi. By then, Rhodes had become the president, and thus the introduction of presidential rule in Zimbabwe. It was a dictatorship, all in favor of the whites.
Disrespecting the descendants of this country, the pioneer column started to do their business, such as mining and agriculture, taking advantage of the black people’s labor. They took land and resettled the majority of this country into the so-called reserves, where they started to tax them for everything, their animals and even their own land. This continued to happen for several years, until the majority of the Rhodesian people became furious with the conditions and started to revolt against the white rule. There was also forced labour without payment and no education for black children.
So, it all started with the first Chimurenga, led by the blacks against the white rule. In this attempt, the blacks lost due to poor war equipment as well as less experience. Even though the loss never took away the black majority’s hope, they planned for the second Chimurenga, which became the war of liberation. This war took place over the period from July 1964 to December 1979 and involved the Rhodesian security forces, the Zimbabwe African National Liberation Army (ZANLA), and the Zimbabwe People’s Revolutionary Army (ZIPRA), led by the black majority against the white forces.
The next part of this research will analyze the interview data from Miss Jennifer Matumbu to identify patterns of trauma, resilience, and redefined social roles, contributing to an empirical understanding of “loss of innocence” in anti-colonial conflict.
Interviewee’s Background
Pamela Mahohoma interviewed Miss Jennifer Matumbu on July 3rd, 2026. Miss Matumbu was born during the colonial era and is now 64 years old. She joined the war of liberation when she was only 14 years of age, and she encountered many difficulties, as stated in the interview.
Interview
Q: Do you still remember the social life of your family before the war?
Elders were responsible for raising children positively and according to the culture. Also, most families were polygamous.
Q: Who was your childhood friend?
Faith Mutonono.
Q: Did you still find ways to play or have fun?
Yes, but with limited freedom, as all children were playing while alert to the war.
Q: What exactly happened on the day you joined the war?
It was around 10:00 a.m.. My parents were busy working in the field, and I was at home, assigned to take care of my siblings. At that moment I was preparing tea for the family, and I heard my sisters planning to join the war with their friends. As a child, I noticed the plan and knew that this was without our parents’ consent, and I told my sisters that I was going to report them to their father. My sister Evelyn and her colleagues took me far away through the bushes to join the war, as they suspected that I would report them. We walked the whole day without a proper meal or safe water.
Q: What are the other problems you encountered along the way?
There was poor hygiene and the risk of dangerous wild animals, as well as a lack of protective clothing against different weather conditions. Some village people rejected us out of fear of torture from the white forces.
Most people in Mozambique never accepted us; they were afraid of the white forces. In most places we reached in Mozambique, they shouted “gogomani gogomani tekedzani chitaka,” meaning “go back to your country, you started what you are not able to finish.” Some of us requested to return to Zimbabwe. Adding to this, we were affected by diseases such as rheumatism, fevers, and other skin diseases, and a certain type of worm called matekenya entered our bodies. Those worms were big, and as a result they caused wounds and weakened our bodies.
Q: So when you joined the war, did you manage to find friends there?
I met my friend Faith Mutonono in Mozambique. We were happy to be together in the war of liberation.
Q: Are there songs you associate with that time?
Yes, we used to sing motivational songs as war fighters. Among the songs there was this one, “Jennifer Jenie mwana akashinga” (a courageous child). With this song, my colleagues were referring to me as a courageous child sacrificing for her own country.
Q: Who helped you most during the war?
My sister Evelyn Matumbu.
Q: When did you feel most afraid, and what helped you cope with that fear?
Once, I was taken by the river Mukosi while trying to cross, and I was rescued by the company. Also, at the battle at Chomuruvati, many people died, including some of my colleagues. I feared death at that time, even though it was my sacrifice to go to war.
Q: Was there anything you did to help you feel safer? Explain.
Being honest, faithful, and obedient helped me save my life during the war. Also, respect, sacrifice, and belonging were key.
Q: How many years did you spend in the war?
I spent 4 years in the war.
Q: Are there memories from that time which still remain very strong for you?
Yes, loss of life was the worst thing I encountered, especially at the Nyadzonya and Svibawawa battles. People have died, and until now, if I remember the events, I feel the pain. However, on the other side of the story, there is a positive and inspiring matter of love and unity that I encountered during the war. We loved each other as the black majority.
Q: How do you feel when people talk about that conflict today?
I feel strong, because what we came across was difficult, but we made it by the grace of God.
Q: What would you want younger generations to learn from your experience?
I would like to encourage the young generation to be reliable, strong, honest, faithful, caring, and obedient in every situation. Also, respect, sacrifice, and teamwork lead to progress. From my life experience, I learned that there are no permanent situations. Hard times will always pass.
Reflections
The first part of this section discusses the life of Zimbabwean youth during the pre-colonial era (before 1890), which was peaceful and more cultural. There was apprenticeship learning across the country. Political life was under cultural and traditional power. There was emotional and social stability among people in their societies. This system of life then shifted dramatically, both socially and emotionally, to the colonial era, which was the white government (1890–1979). During that time, the black majority faced the hardest time of their lives. They were suppressed by the white forces, and the rise of unnecessary taxes, among the other reasons mentioned above, forced the black majority to trigger a war against the British military forces.
Youth life was more affected by the war’s effects, physically, socially, and emotionally. Loss of life and torture were encountered. Some of the boys and girls were forced to join the war unwillingly, although a few joined as a sacrifice to liberate Zimbabwe. From the interview above, one could identify that the journey through the liberation of Zimbabwe was a tough sacrifice. Love, sacrifice, respect, and caring saved Zimbabwean soldiers throughout the war period, up to independence in December 1980. Finally, the post-independence era brought peace and political power to the black majority. It was through hardship that independence came. The pains and difficulties encountered contributed to building stronger people who are more resilient to hard situations. The writer therefore recommends this as a must-read for the youth of this current time, as it may help them relate it to their own challenges and find solutions and answers.
The hope is to encourage and motivate youths from different backgrounds and situations to be courageous and strong enough to face their challenges and overcome them.
References
Enarson, E. (2000). Gender and Natural Disasters. International Labour Organization. https://www.ilo.org/media/308851/download
United Nations Children’s Fund (2026). Adolescents and young people. UNICEF Bulgaria. https://www.unicef.org/bulgaria/en/adolescents-and-young-people
Vygotsky, L.S. (1978). The Role of Play in Development. In M. Cole, V. John-Steiner, S . Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes . Harvard University Press.
Researcher
Hi! My name is Mahohoma Pamela and I am 31 years old. I was born and raised in Zimbabwe in the rural areas of Chivi South in Masvingo province. I became a double orphan at an early age when my grandmother Melania Foromera took over the burden of raising me. My education was entirely funded by the Zienzele Foundation. My career plan was to be a nurse, but nature has its own way of raising people, and l ended up as an Early Childhood Development teacher. I trained at Great Zimbabwe University in Masvingo and finished my studies in 2025.
I am a mother of one boy named Tashinga Makovore. I love my work, and l enjoy being with children and by all means empowering them with appropriate life skills. During my spare time l do gardening to enhance my life and also read books for adventure. I am happy to participate in this YGRP as it opens an opportunity to change lives through this exposure. My hope is to encourage and motivate youths from different backgrounds and situations to be courageous and strong enough to face their challenges and overcome them.