The Africanization of the literature syllabus for first year students of English at the university of the north: a case study

Abstract

This mini-dissertation deals with the current literature syllabi offered to first-year students of English at historically black universities in South Africa. There is a growing tendency to increase the number of African texts prescribed to these students based on an assumption by lecturers and others in the teaching and literature fields that texts with African themes are more accessible to black students. This mini-dissertation reviews the history and development of English literature syllabi at universities in South Africa as well as the reasons behind the Africanisation of the literature syllabi at historically black universities. It questions the apparent increasing tendency towards Africanisation of English literature syllabi at historically black universities in South Africa. The results of different questionnaires directed at two groups of students at the University of the North as well as a questionnaire directed at the heads of English departments at seven historically black universities in South Africa are discussed, evaluated and certain conclusions are drawn based on the findings of these questionnaires. A suggested change in the approach to teaching English literature to first-year students of English at historically black universities is discussed together with a recommendation for research into the effects which such a change may have on the pass rate of first-year students should the suggested syllabus be implemented. The mini-dissertation concludes with an appendix which contains the three short stories used in the research project as well as a questionnaire completed by the heads of the English departments at seven historically black universities in South Africa and two questionnaires which students participating in the two case studies were asked to complete.