PERSONAL DEVELOPMENT, KNOWLEDGE AND SOCIO-EDUCATIONAL VALUE OF FOLK NARRATIVES IN PRESENT-TIMES: PRE-SERVICE TEACHERS’ EXPERIENCES IN KWAZULU-NATAL, SOUTH AFRICA

Folk narratives have long been used in indigenous African societies to educate about life, cultural knowledge, and history, instil cultural beliefs and values, reinforce behavioural change, entertain, and provide activity for leisure time. Like all African folklore, folk narratives contain African knowledge and African ways of educating and knowing. Thus, this paper presents the knowledge and socio-educational value of isiZulu folk narratives as experienced by pre-service teachers in KwaZulu-Natal in South Africa. Data was gathered from sixty-three isiZulu pre-service teachers through interviews and written self-reflections. Qualitative data analysis methods were used and themes relating to personal development, knowledge, social and educational value of folk narratives were generated. The paper argues that in present-day societies, in families and educational settings folk narratives are used significantly in educating, and inculcating values and skills in young people. Furthermore, the paper argues for folk narratives to be used as an approach to Life Skills curriculum delivery in schools.