TEACHER, BOOK AND COMPANION: THE ENVIRONMENT IN SHONA CHILDREN’S LITERATURE
DOI:
https://doi.org/10.25159/1727-7140/1150Keywords:
teacher, book, companion, environment, Shona, children’s literature, folktales, riddles, songs, taboosAbstract
Contemporary society has had running battles with citizens, trying to force them to be aware and appreciative of the importance of relating well with, and also safeguarding the environment. Modern ways of child socialisation seem in mentoring youngsters about the being, nature and significance of the environment (both natural and social) in life. Today, society it has largely become the duty of non-governmental organisations and law enforcement agents to educate and safeguard against the abuse of the social environment and the degradation, pollution and extinction of crucial facets of the natural environment. Using the Afrocentricity theory, the article explicates the position of the environment in Shona children’s oral literature (folktales, songs, riddles and taboos), showing that it was presented, viewed and taken as a teacher, book and close companion whose welfare was to be guarded jealously. The article advocates the adoption and adaptation of African ways of child socialisation, which subtly but effectively build a positive and healthy relationship between people and their environment.Downloads
Published
2016-06-01
How to Cite
Makaudze, Godwin. 2015. “TEACHER, BOOK AND COMPANION: THE ENVIRONMENT IN SHONA CHILDREN’S LITERATURE”. Commonwealth Youth and Development 13 (2):100-109. https://doi.org/10.25159/1727-7140/1150.
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