The Role of Literature in the Caribbean

 For far too long Literature like the other creative arts of Theatre and Visual Arts have been disregarded as not having a suitable place in prepare our young adults for the transition of school life into the world of work. From since then, Liteature and its advocates have fought against such claims in demand for its well-deserved place in the realm of  the so-called 'important' subjects. We talk about preparing our students for the world of work, placing emphasis on Mathematics and Science subjects which only does good for basic transactions and to some extent making and measuring the outsomes of predictions. But in order to do this such skills as analyzing, effectively communicating, good interpersonal skills,identifying key terms, prhases, words and concepts, making interpretations and connections to past and present situations are more than necessary, they are paramount to their(i.e. the subject areas) understanding and reasoning and successful attempt; all of which are specifically and sensitively targeted and nurtured through the Literature experience. I believe that the injustice we do to our students and to Literature is that :

1. we treat literature in isolation to other subjects and spheres of life.
2. we bombard our students with importance of reading without realising that reading is an art and like all other art forms it requires the acquiring and developing of certain skills through which greater appreciation is harboured.
3. our schools fail to create a reading/literature friendly environment
4. we focus extensively on preparing our students for jobs rather than life skills.

Because of its inquiry base literature can successfully be integrated into other subject areas such as Math, Science, Social Studies etc. Using a situation from a literature text in problemsolving Mathematics helps not only to make the problem more appealing and authentic but through this thematic instruction (Restrepo, 1988) students are more likely to remember issues from the text and appreciate its revelance in the instances where such connection would never have been thought possible. Through literature we are able to encounter different cultures and traditions, live in the homes of many families topics that are prime in Social Studies. Can't a students write about his/her journey along the river banks of the Nile? (Geography) Also through the integration of Drama/Theatre/Music students rediscover what it is to be human (Karabas and Leinwein, 1985). Because our students are self-centred at this stage of their lives, showing repsect and understanding for their feelings and situations (personal) and young but powerful reasoning minds, will motivate them to become active listeners if not active readers and writers at best.  By integrating Literature with mainstream English students are better able to make realistic sense of metaphors and other literary devices that commanded respect for the life and craft of the write as well as the surrounding events that add to life's journey (Herz,1996). The use of both the standard form of language and the vernacular students feel a sense of belonging and comfort while simultaneously recognizing and appreciating the importance of understanding the place of use of each.
Quoting the words of H.I.M. Emperor of Ethiopia :
Humanity by nature is gifted to think freely, but in order that his free thought should lead him to the goal of liberty and independence, his way of thinking must be shaped by the process of education. That Education develops the intellect; and the intellect distinguishes man from other creatures. It is education that enables man to harness nature and utilize her resources for the well-being and improvement of his life.Therefore, education in general, and higher education in particular, must aim to provide, beyond the physical, food for the intellect and soul. That education which ignores man's intrinsic nature, and neglects his intellect and reasoning power can not be considered true education.”
Let us therefore make this educational experience a wholistic one for both students and teachers; a meaningful experience that subscribes not only to the mind, and pockets but to the soul-self.

Hey comrads this is a link for YA Literature. I also forgot to state that having these text (Annie John and Harriet's Daughter) written from the perspective of the adolescent was one of the most effective techniques as it was not only subjective but it helped to highlight the importance of the affective nature of literature that is so often ignored.
http://www.learningpt.org/pdfs/literacy/young.pdf

Characteristics of Adolescent Literature: A Reflection

We all know that the adolescent stage of our lives can be the most challenging and confusing, forcing us to display acts of rebellion while at the same time assume the armour of defense against a world of copious unknowns. Yet it was these very unknowns that trigger our curiosity to take risks; the risks of challenging authority, establishing new relationships, ending and re-establishing new ones; the risk of venturing into the once deemed impossible just to prove it possible, from the I am not to the I am, from I can't to I can. The risk of recognizing that once you accept the universe as being something expanding form nothing which is something,  wearing stripes with plaid is nothing .(Albert Einstein).However,  as we move from  adolescence into adulthood, somehow the need/ understanding to satisfy such curiosty become submerged into merky waters, leaving us isolated from today's youth.But we must realise that the life of today's adolescents pose no difference (with the exception of time - this techno./information era) which heavily influence their perceptions of self and the wider society.Even then it is factors like these, coupled with our own adolescent experiences that should inform us of  the type of text our which our young adults are most likely to gravitate towards. Texts such as Marlene Philip's Harriet's Daughter, Annie John,  A Cloud with a Silver Lining,Sam Selvon's A Brighter Sun, Old Story and even and Scarlet Letter are in my view suitable for adolscent literature.
One of the characteristics of adolescent literature is the relativeness of the story to the reader; how well can  students relate to the characters in the story; are the issues explored by the writer relevant/similar to issues/experiences encountered by the reader . Understanding and relating to authority, co-oping with the dregs of puberty and seeking for identity of sexuality and self are all common threads among adolescents regardless of age, race, sex. Such themes are explored vividly in Harriet's Daughter as Magrete grapples her identity preferring the name "Harriet" which comes with a rich history over "Magrete" to which she seemed to have no connection other than that of her grandmother's name. I was able to identify with this since at the time of reading this book I was also gravitating toward cultural consciousness of self and was intrigued by our rich history of  Kingship and unparallel struggles of slaverya and the Rastafari movement, wanting to be a freedom fighter like the Great Harriet Tubman. Her night visions we also shared (I didn't have the exact visions but I had mine anyway).Added to this it was her father's mother; the father she just couldn't seem to understand much less get along with referring to him as a Male Chauvernist Pig and repeatedly stating: I just don't understand grown ups, they say one thing and do another. While I didn't see my father as a chauvernist pig, our relationship was no bed of roses either, as I often thought of him as ignorant and in some cases selfish, cold heart. Sometimes I still don't (LOL!)  The issue of friendship was also highlighted indicating how at the adolescent stage we seem more committed to our friends than to our families, that we would even lie to our parents to aid our friends. And sibling rivalry, how can we escape this; constantly at heads with her sister Joanne who was also grappling with her self identity in relation to the opposite sex and the in-fashion trend. As Herna rightfully said such issues are also pertinent in Jamaica Kincaid's Annie John where she also battles with her  distant relationship with her mother and explores her sexuality through her newly found friendship. As often these books were set in the Caribbean making it even more authentic and believable.
I didn't know it then, but upon refelction and with my new gained knowledge, the text choices made by my teachers was no coincidence but was carefully and skilfully planned. As a former student of an all-girls school texts such as Annie John, Harriet's daughter, A Brighter Sun and even Scarlet letter with its puritan setting couldn't have been a better choice to help us through these trying times in our lives. The simplicity and directness of the language also did justice to the novels; short but detailed chapters leaving a hint and spark of curiosity for the events of the next had us chapters ahead of time and continously engaged in discussion.   In all I would recommend any of these aforementioned text for developing literature skills and appreciation among our young adults.

ENG203: LITERARY APPRECIATION

ENG203: LITERARY APPRECIATION: "I think it only sensical that in order for one to teach any subject or concept, he or she must have thorough knowledge of that area. But th..."

LITERARY APPRECIATION

I think it only sensical that in order for  one to teach any subject or concept, he or she must have thorough knowledge of that area. But that knowledge alone is of little worth if not utilized in a manner that  can generate and maintain understanding and importantly, an appreciation of that being taught.  As literature teachers/students it is paramount that we make that shift from viewing literature as just a class of strong reading base, toward an opportunity to partake in vast  experiences that transcends all boundaries of race, religion, language, creed, time.
With the exception of 4th and 5th Form to present day, I never liked reading. Getting me to sit and willfuly  engage in reading (whether for pleasure or efferently) was at best like getting a six month old baby to walk. If we were assigned to read a text or passage I would rely on the oral review of my peers, compacting their findings for the mere purpose of being 'safe' if involuntarily called upon.It was not until I entered Form 4 when we were introduced to Effective Speaking; we were given the liberty to choose a passage or speech  to present to the class.Mine was a self-composed poem. I got up there (now this might sound corky but true nonetheless) and performed that poem that like I knew I would - GREAT!!! From the beginning right through to the end, I had everyone's attention; from the teacher to the most uninterested student, to some 'Curious Georges' next door. The pauses, voice innotations, facial and bodily expressions - I had it! By the end of that performance if you have not experienced a quantum leap (lived that poem) you would have atleast been a touched passerby.  Unfortunately  it was shortlived and I soon reverted to being uninterested in reading.
But perhaps it was the charismatic nature of my teacher and his emphatic love/passion for the arts particularly Literature, that ignited in me a desire to, then a like, to a strong like for reading. Even so , it was not just reading, but reading that meant something to me; that which me and my peers could relate to; reading that paid respect and homeage to that individual soul within Me, within Eve, within Sheena, within You, all in our unique way. Reading that took us on world tours, to ancient kingdoms and back, to harsh realities of poverty and prejudice, to strengthing family ties, aspiring hope and the sojourn of self-actualization.(Bushman &Haas, 2001) (Brown & Stephens, 1995). The book choices which we were privy to ('A Brighter Sun by Sam Selvon, Harriet's Daughter, Old Story Time, Scarlette Letter...) made realistic sense of metaphors and other literary devices that commanded respect for the life and craft of the write as well as the surrounding events that birthed our-story!(Herz,1996)
Until Literature is seen as a timeline of a wealth of experiences inclusive of the elements of sound, vision, movement, speech, emotion, embedded in the richness of culture, tradition, honouring each other's inborn creativity, it will continue to remain, to quote a former classmate  "the most boring, useless, has-no-use-in-the-world of work subject".