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.