A study of the suitability of a modern African novel such as "Things fall apart" by Chinua Achebe for black pupils in Ciskeian schools in contrast to a prescribed novel such as "Silas Marner" by George Eliot

Abstract

The enjoyment of any form of literature presupposes, in the reader, an understanding of the subject matter and a fundamental inclination to identify with the characters, to empathize with them and to appreciate varying perspectives. It follows that the choice of text is an important consideration especially, when the reader is not reading in the mother tongue. The choice of novel prescribed by the DET for Second Language, non-White, non-English-speaking, Ciskeian pupils poses many problems which lead to poor examination results. The increasing unpopularity of English Literature among Ciskeian pupils and teachers appears to stem largely from the predominance of works selected from the Great Tradition. To determine how far the choice of texts is responsible for the lack of success of literature teaching in Ciskei is the aim of this investigation. The DET syllabus for Black schools and the set books prescribed for Stds. 9 and 10 between 1980 and 1990 are examined to expose their Euro-centric focus. The effects of the DET examinations on literature study in Ciskei are also considered to show how examinations complicate the situation further. The aims of teaching literature to Second Language pupils are reviewed. Literary merit, relevance, aesthetic value and scope for moral seriousness, skill development are suggested as criteria suitable for an appropriate choice of literary texts for Second Language pupils. A comparative study of the prescribed novel, Silas Marner and an alternative African novel in English, Things Fall Apart has been attempted to find out whether Things Fall Apart is of equal literary value to Silas Marner and, perhaps, more relevant than Silas Marner to the experience of Black pupils. Six teachers have been interviewed for their opinions of the books prescribed. A miniature survey also has been conducted among pupils of Stds. 9 and 10 from selected schools to verify general attitudes to the study of literature. The findings indicate a dire need to make the syllabus more flexible and more open to include good African writing in English, such as Things Fall Apart.