The Status quo: Equitous selection of

Literature novels in selected Secondary

schools and Universities in Kabwe
district, Zambia
By:

Jive Lubbungu, PhD.

Email: lubbs1976@gmail.com
and
Pethias Siame
Email: psiame@yahoo.com
Affiliation: Kwame Nkrumah University, Zambia.
 PRESENTATION OUTLINE
 Introduction
 Research Objectives
 Methodology
 Findings
 Discussion
 Recommendations & Conclusion
 References
 INTRODUCTION
 Literature in Education is aimed at developing the potential of students in
a holistic, balanced and integrated manner encompassing the intellectual,
spiritual, emotional and physical aspects in order to create a balanced and
harmonious human being with high social standards.(
 Literature helps the students learn about people, culture, ethics,
behaviours and other social norms.
 Literature is an integral part of the entire culture, tied by a tissue of
connections with every other element in the culture (Pasko 2012).
 Literature assists students to deal with problem of social, cultural, racial
or problem that deals with life in the real world.(Mustakim, s.s.,
Mustapha, R., & Lebar, O., 2018).
 Hence applying principles of equity in selecting novels to be taught in
schools would help learners get a full understanding and appreciation of
their environment.
 INTRODUCTION CONT’D….
 This study therefore Selection is expected to be impartial
focuses of examining the
status quo of equitous
selection of novels in
secondary schools and
universities in central
Zambia.
 It is expected that there is
equity in the way novels are
selected.
 RESEARCH OBJECTIVES
 To examine the status quo of the eqitous
selection of literature novels being used in
secondary schools and universities
 To identify which region has dominated in
terms of novels being used in schools
 To propose the best model in selecting novels
for use in schools and universities.
 METHODOLOGY
 A Qualitative study approach was used
 Adopted a descriptive Research Design
 A total sample of 24 respondents (4 heads of
departments, and 20 pupils and students
purposively selected)
 Face-to-face interviews for primary data and
document analysis for secondary data
 Thematic analysis was used
FINDINGS
 FINDINGS CONT’D…..
3RD YEAR SET BOOKS – UNIVERSITY A 3RD YEAR SET BOOKS – UNIVERSITY B
 FINDINGS CONT’D..
NOVEL SELECTION BASED ON:

Literary skills embedded in the texts

 National principles and values
 Secondary school syllabus
 Current trends
 Thematic Areas
 DISCUSSION OF FINDINGS
 Both secondary school set books for Lit. 2022-2024 and the
course outlines at two universities are dominated by foreign
authored books
 At secondary school level, West Africa and European regions
account for 33.3% while Southern Africa (i.e. Zambia)
accounts for 11.1% , an indication of serious unfairness
 At University level, the complexion is not any different from
the secondary school scenario as West Africa region still
dominates with 83.3% followed by East Africa at 33.3 while
southern Africa remains low at 17%.
 The above scenario is at variance with Muleya (2019)’ submission that,
‘twenty-five (25) books of international standards have been produced in
Zambia since 2010 under the title “ Zambia and Literature from Zambia”
and these include: Bitterness by Malama Katulwende ‘ and others.
 DISCUSSION CONT’D….
 One respondent submitted that: very few books of
international standards are produced in Zambia.
 The above finding is in agreement with Moyo (2021) who
observed that very few local books were being published and
that internationally published books were in the majority in
bookstores.
 Primorac (2011) adds that written literary texts from Zambia
have been produced by a tiny cultural elite.
 Moyo (2021) adds that ‘the challenges faced bymost
Zambian writers is that writing is not their activity. It is not
their income earner. It functions as a hobby in their lives..’
 DISCUSSION CONT’D….
 Another respondent said that: The literature set books at secondary
school level are selected based on literary skills and national values and
principles. It is unfortunate most novels by Zambian authors are lacking in the
national values and principles – hence irrelevant to learners
 The above observation seems to agree with Soyinka (2011) and
Obiechina who observed that Literature in Zambia seems to have
been divorced from the reality and the subject matter.
 However, the above situation should not be used to promote
unfairness in the selection of novels to be used in schools and
universities.
 Or else, it will defeat Kelly (2012)’s submission that the role of in
Literature in English is to prepare the individual to live in the society, develop into the
new type of person needed to meet the challenges of life in Zambia.
 RECOMMENDATIONS
 Need for radical leadership to change the
complexion of the current status to promote equity
in the selection process
 Capacity build Zambian authors through
organizations like Professional Authors International
(PAI)
 Curriculum Development Centre (CDC) should put in
place a deliberate program to authors
 Secondary schools and Universities should
collaborate in the selection process.
 CONCLUSION
 There is no equity in the selection of NOVELS both
at secondary school level and at university level
 There is lack of radical leadership to promote equity
 The absence of enough novels of international
standard is not justifiable to maintain the status quo

THANK YOU

FOR

TIME