Dear Portfolio Committee on Basic Education,

Education from the cradle to the grave, free at the point of delivery, is necessary for a just, egalitarian and prosperous society. However, there are other barriers, in the education system, to economic and social advancement. One of the most disabling is English cultural imperialism. One very oppressive mechanism is the teaching of English literature. No learner, especially an African child, should have their career prospects blighted by a lack of competency in literature. A knowledge of Shakespeare is not a necessary prerequisite for a career in accountancy.

Learning English should be an empowering liberation that opens, for the speaker of a local language, a world of international commerce, industry, the professions, science, technology, politics, and art. The emphasis should be on mastering the mechanics of English. They must learn to put a grammatical correct sentence together. And, to form the sentences into a well-structured clear and simple document.

Learners must be able to critically read a document to function in society. At the very least they should be able to read instructions to operate equipment and read a newspaper. Instead of a prescribed work of literature, the learner should read a document of their own choice, discuss and comment on it verbally and in writing. The document could be anything, from a Victorian novel, to a UN report on poverty, to a text book explanation of how an atom bomb works, to a newspaper article on Kisser Chiefs chances in the cup final. But, it must be something that ignites their passions. They should learn to use a word processor to compile the document. And, the documents should be sent back, for revision and correction, until they have achieved the required standard. For extra marks they could learn to use presentation software, give the presentation and participate in a formal discussion. This will prepare them for real life situations.

They can be exposed to literature through a "Cultural Activities" course. This will not involve formal written examination, but will require active participation. African material should be given priority. For example, every student should have been exposed to the Sundiata, should have heard Kora music, and Tuareg music, and know of Wally Serote, Paulina Chiziane, Ngũgĩ wa Thiong’o. They need not have read the authors, listening to short reading, and a thumb nail biography, may be enough to whet their appetite and lessen their ignorance.

One assignment, of their own choice, per term, is about right. For example, the learner might chose a poem, read it aloud in class, and explain what it meant to them. The author's intentions are irrelevant. They might listen to a recitation of a part of the Iliad, and discuss 'Homer's' attitude to war. They might perform a seen from a play, dance, sing or drum. They might do some creative writing. They might research the history of soccer, and give a presentation on its history, describe its rules and demonstrate ball skills. They might do likewise for a traditional African game or Sumo wrestling. Over the course of a year, they might learn to juggle, or play rugby. They can try their hand a painting or clay modelling or pottery, or embroidery. The "Cultural Activities" course should expose the learner, to a broad and multi-ethnic, celebration of culture, in an enjoyable and a non-judgemental environment. This way, a genuine love of art and the other, may survive beyond the school years. This is not lowering the standard of education. It is making it more appropriate and relevant.
As for critical thinking, if Maths, Physics, Geography, and Social Studies have not taught them critical thinking; the psycho-babble speculation encountered in literary criticism will not help them. The major lesson, to be taken from literary criticism, is that its characters are fictional and must never be taken as a guide for human relations. But a bit of voluntary, unguided reading might make us more thoughtful and compassionate human beings.