By Wafula Wekati
It is fallacious to claim that literature texts ignore children’s experiences.
The morals espoused in literature texts are meant to apply universally to all people and not just particular groups like say children, adults, men, women, believers or non-believers.
For instance, The Pearl by John Steinbeck highlights the destructive nature of greed. Regardless of one’s creed, age, economic status or gender, it is self-evident and apparent that greed is evil in nature.
That is why stories in the Bible that discourage vices like betrayal, selfishness and dishonesty like the tales of Judas or Ananias and Sapphira can be taught both to children in Sunday schools and to adults since they contain salient values that are applicable to all cases.
This article was prompted by someone who claimed that the current set books lack themes like peace, lifestyle diseases, urbanisation, modern agriculture and drug abuse.
The individual averred that they do not mirror the modern world. Nothing could be farther from the truth. In Memories we Lost, the short story “The President” that was tested in KCSE 2019 is told through the eyes of a child narrator and is concerned with the devastating effects of war.
It champions peaceful coexistence. It’s surely relatable and relevant to all and sundry considering the infamous post-election skirmishes that rocked our country not long ago and the simmering tension and hate-mongering every time we approach a general election.
Seeds of discord that result in religious bigotry, racial profiling and tribalism are usually planted at an early age. Thus, such a story is relevant to high school students.
Other stories that are told from a child’s perspective include “Memories we Lost” by Lidudumalingani Mqombothi(talks about chronic mental illness affecting a teenager), “Hitting Budapest” by NoViolet Bulawayo (concerned with children and poverty) and “The Folded Leaf” by Segun Afolabi (concerned with self acceptance by a young blind girl).
“Window Seat” by Benjamin Branoff tackles the challenges of urbanisation in developing African countries while “No Need to Lie” by Rolf Schmid highlights the importance of sheer will and optimism in fighting cancer or any other hurdle for that matter. These values are surely universal.
It is also untrue to contend that settings of the current set books are unfamiliar to Kenyan children.
The events in A Doll’s House take place in a living room while those in The Pearl and Inheritance unfold in developing post colonial countries.
Most people fail to perceive the authors’ intended message in the set books due to lack of objectivity. The main message in A Doll’s House is the great significance or value of self sacrifice. Other issues include; the repressive nature of society, self fulfillment, mutual respect and communication.
These motifs are universal and applicable to both children and adults. Misunderstanding and lack of communication can ruin relationships and not just necessarily marriages.
Healthy relationships with friends, peers, classmates, acquaintances, business partners, parents etc. depend on honesty, mutual respect and frankness.
Therefore, A Doll’s House is not simply about dissolution of marriage but rather an attempt to influence people to walk away from habits or people that hinder their self-fulfillment for instance a classmate that encourages you to use drugs when your goal is to achieve academic excellence.
This may cause pain to loved ones, but sometimes situations force us to leave those we love.
It is unfair to claim that gender bias is rampant in the set books. Art and literature simply mirror society. The major theme in Blossoms of the Savannah is the need for change, not Female Genital Mutilation or male dominance. The FGM and male dominance captured in the book are merely a sad reality that requires a change of mindset. Almost all societies the world over are male dominated. Most countries, religions, societies and families are headed by men. Literature simply simulates this.
As teachers we must read and understand the set texts and guide the learners to also read and perceive the author’s intended messages in relation to their own experiences.
Most religious books originate from certain Geographical locations but have universal appeal to all groups of people regardless of age or creed, so do literature books.
Wekati is a teacher of English/Literature at St. Theresa’s Girls Kimilili, Bungoma County.
