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This article addresses issues of the mnemonic space of the literature classroom by interrogating a classic text of African women's writing, Tsitsi Dangaremnga's Nervous Conditions (1988) for the ways it speaks about education in 1960s and 1970s late-colonial Rhodesia. The article suggests that the novel reviews and critiques a number of memorial strategies that were crucial to the colonial educational system, thereby facilitating a reflexive application of the novel's concerns to the contextsdoi:10.1080/18125441.2012.747758 fatcat:d6fj2fbob5cpvn3qwlwlf5raji