Teacher and learner perceptions of indigenous folktales as resource for the English Home Language classroom

Abstract

One of the principles that the South African curriculum is based on is the valuing of indigenous knowledge and indigenous knowledge systems. In the past, folktales have been invaluable conduits of this indigeneity. The aim of this qualitative research study was to discover teachers’ and learners’ perceptions of African indigenous folktales as a resource in the English Home Language classroom. Interviews, classroom observations and an art-based activity were used as data collection methods. Five educators in the Tshwane South area participated in semi-structured interviews. Four lessons were observed and learners wrote their own folktales. The data collected revealed that teachers’ and learners’ perceptions are shaped by their experiences and various internal and external factors. Through the course of this study, it was revealed that African folktales are an important part of the culture of people and can act as conduits of indigeneity at home and in the classroom. These stories are rich textual reservoirs that contain and communicate valuable cultural knowledge. It was found that the folktale tradition is not as marked as it once was, therefore, the learning and teaching of folktales has not received enough attention in the classroom. The major finding is that when teachers consciously teach the elements of African folktales, learners incorporate these in their own written folktales. These products represent an enriched mix of African and Western folktale elements and narratives.