About this paper

Appears in:
Pages: 2664-2668
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1572

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

AFRICAN FOLK NARRATIVES AS AN APPROACH TO EDUCATION FOR BEHAVIOUR CHANGE: EXPERIENCES OF PRE-SERVICE TEACHERS OF ISIZULU LANGUAGE

T.M. Buthelezi

University of KwaZulu-Natal (SOUTH AFRICA)
The term folklore generally means the culture and traditional stories of a group; and particularly in African cultures, it comprises proverbs, riddles, legends, folktales, tongue-twisters, folk-songs, ballads, and folk-dances. Several researchers have reported on the educational value and the beneficial effects of folklore, particularly its significant role in the socialisation of youths. The various folklore components either add or re-enforce knowledge of the physical environment and skills for living within it; how to live and work with others; roles in networks of kin-ships and understanding of rights and obligations; laws, morals, principles, and beliefs. The proverbs in many African languages are understood as capsules full of wisdom, norms, and beliefs. However, there is still paucity of research in the exploration of this indigenous folklore approach to education as a pedagogical strategy in formal educational settings. For this approach to be explored in formal educational settings, much evidence is required that it leads to behaviour change among youths. Therefore, this paper presents findings of a study that explored the pre-service teachers’ personal experiences of cultural education through isiZulu folk tales or folk narratives. Sixty-two pre-service teachers participated in the study and qualitative data generation methods—narratives and written interviews— were used to elicit data from the participants. Their stories and responses to questions were analysed using the socio-cultural theory as an analytical framework as well as thematic analysis of data. The findings reveal that the indigenous folklore approach to education have the power to change behaviour of youths. Folk tales or folk narratives have characters and usually good and bad juxtaposed. The behaviour of characters may be interwoven in the story to answer why questions, have lessons on discipline, manners, scaffold concepts such as assertiveness, decision-making, compassion, respect, relationships, humaneness, and love. The paper therefore argues that the indigenous folklore approach to education for behaviour change has the potential to be used successfully in the formal Life Skills-based curriculum that aims to curb the spread of HIV among young people.
@InProceedings{BUTHELEZI2016AFR,
author = {Buthelezi, T.M.},
title = {AFRICAN FOLK NARRATIVES AS AN APPROACH TO EDUCATION FOR BEHAVIOUR CHANGE: EXPERIENCES OF PRE-SERVICE TEACHERS OF ISIZULU LANGUAGE},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1572},
url = {http://dx.doi.org/10.21125/inted.2016.1572},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {2664-2668}}
TY - CONF
AU - T.M. Buthelezi
TI - AFRICAN FOLK NARRATIVES AS AN APPROACH TO EDUCATION FOR BEHAVIOUR CHANGE: EXPERIENCES OF PRE-SERVICE TEACHERS OF ISIZULU LANGUAGE
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1572
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 2664
EP - 2668
ER -
T.M. Buthelezi (2016) AFRICAN FOLK NARRATIVES AS AN APPROACH TO EDUCATION FOR BEHAVIOUR CHANGE: EXPERIENCES OF PRE-SERVICE TEACHERS OF ISIZULU LANGUAGE, INTED2016 Proceedings, pp. 2664-2668.
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