The intention of this chapter is to explore the education policies that were introduced after independence to reverse the inequalities that had existed during the colonial era. The author advances an argument in defence of democratic citizenship education (DCE) that can endanger opportunities for the achievement of democracy and justice in Zimbabwe's higher education. She also shows that higher education policy documents in Zimbabwe are silent about issues of DCE and more silent about the issues of quality as important attributes of a just education system. She does this to indicate how these policy texts are committed to advance an education system that unfolds conditions necessary for effecting DCE in Zimbabwe.