Literature and Society: a Perspective on African Languages
Institution
University Of South Africa
Book
Language, Literature and Education in Multicultural Societies
Question 1
1.1
In pre-modern societies, before formal education systems were established,
knowledge and skills were transmitted through various informal and communitybased methods:
▪ Oral Tradition: Stories, legends, myths, and proverbs were passed down
orally. This method included folk ...
Literature and Society: a Perspective on African Languages
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AFL2603
Assignment 1
Semester 2 2024
, Question 1
1.1
In pre-modern societies, before formal education systems were established,
knowledge and skills were transmitted through various informal and community-
based methods:
▪ Oral Tradition: Stories, legends, myths, and proverbs were passed down
orally. This method included folk tales, songs, and sayings that conveyed
cultural values, historical events, and moral lessons. For example, in many
African cultures, griots (storytellers) played a crucial role in preserving and
transmitting the history and traditions of their people through oral narration.
▪ Apprenticeship: Skills were often passed from parents to children or from
masters to apprentices through hands-on practice and observation. For
instance, in traditional African societies, skills such as blacksmithing, pottery,
and weaving were taught through direct involvement and practice, with
children learning by doing and observing their elders.
▪ Rites of Passage: Many societies had ceremonies and rituals marking the
transition from childhood to adulthood, during which important cultural and
practical knowledge was imparted. For example, the initiation rites in many
African cultures included teachings on adulthood responsibilities, social
norms, and survival skills.
▪ Storytelling and Proverbs: Storytelling was a central method of knowledge
transmission. Stories often included moral lessons and practical knowledge.
Proverbs were used to communicate wisdom and guide behavior. For
instance, the Zulu people use proverbs like “Umuntu ngumuntu ngabantu” (A
person is a person through other people) to teach social values and
communal responsibility.
▪ Daily Activities: Everyday tasks and activities provided opportunities for
children to learn practical skills and cultural norms. For example, agricultural
societies would involve children in farming activities, teaching them planting,
harvesting, and animal husbandry through participation and observation.
1.2
I disagree with the statement that folksongs and praise poems are old-fashioned and
outdated. Here’s why:
▪ Cultural Significance: Folksongs and praise poems are vital in preserving
cultural heritage and identity. They often reflect historical experiences, cultural
values, and social norms. For example, in South Africa, traditional praise
poems (izibongo) are used to honor and commemorate leaders and historical
figures, preserving their legacies and the values they represent.
▪ Educational Value: These forms of expression serve as educational tools,
teaching younger generations about their history, customs, and moral values.
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