Intermediate phase teacher and learner perceptions of African and Western fairy tales

Abstract

Folktales, including fairy tales, are a mandatory part of the curriculum in the Intermediate Phase in South Africa, and formative assessments are conducted in order to determine if teaching and learning in that area has taken place (Bascom, 1972; Education, 2012). This study aimed to understand the perceptions Intermediate Phase teachers and learners in multiracial and multicultural schools in Pretoria have towards three fairy tales, Cinderella, which is a Western fairy tale, and Natiki, and Chinye, two African Cinderella stories. The study aimed to understand the reasons behind the attitudes that the teachers and learners have towards the different story elements in the fairy tales, such as their perceptions of the main characters, plot and setting, and the thematic messages that the learners derived from each fairy tale. The purpose of the study was thus to understand the perceptions of the participants with regard to each fairy tale in order to advice teachers which stories to incorporate in their lessons for the learners to engage fully with the content. This was a qualitative research project, and the methods that were used to collect data included classroom observations of each of the three chosen teachers’ classes, semi-structured interviews with the three teachers, and a WhatsApp focus group discussion with the three teachers, each teaching a different Intermediate Phase grade in a school in Pretoria North. Additionally, data was collected from the learners through a questionnaire and an authentic activity that included writing a personal fairy tale. From the data that was collected, it became apparent that perceptions are not only individually constructed through personal experiences, but also socially formed and influenced by external factors as much as they are influenced by internal ones. Each participating teacher had their own preference, attitude and overall perceptions of the fairy tales that they used in their classrooms, and chose these fairy tales based on these perceptions. It also became apparent that fairy tales do have a role to play in how learners view and understand the wider world and their immediate environment. An important finding was that all literature played a significant role in the participants’ responses and perceptions and indicated that there is a place for both Western and African texts in schools.