THE DEPENDENCY SYNDROME Vs WRITING FOR OURSELVES

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Having been a teacher of English Language and Literature for over twenty years, I cannot help but register disappointment at the number of ‘foreign books’ that are continually featured on the Zambian syllabus. Well, I would not blame anybody. I too was schooled in these great books: ‘A Wreath for Udomo’ by Peter Abrahams, was a lengthy text that I had to master back to back in addition to the regulars in the curriculum. What can one expect in a country where not many people are writing? Actually there is nothing wrong with using text books from other countries, isn’t that what Literature is about- the study of anything artistic and of value?  There is everything wrong with not having our own local products being ‘glorified’ in like manner. If the study of literature helps one to learn about other people’s cultures and traditions, then it can be safely said that high school students of literature have adequate knowledge of the Ibo culture as ably outlined in ‘Things Fall Apart’, a book that has hardly left the Zambian syllabus for years. There is need to create and develop a Zambian Genre in order to propagate our own ways of life and traditional beliefs for the future generations. Readers and learners alike will grow interest in works that they are familiar with while creating a seedbed of knowledge that they will pass on for generations to come. There is great history, rich culture and warm traditions that Zambia has to share, not just among its citizens but with the rest of the world. If we are headed ‘Toward a Zambian genre’, then we can do better than once in a while having only two or three books written by Zambians. We appreciate books like ‘Tongue of the Dumb’ by Dominic Mulaisho and ‘Quills of Desire’ by Binwell Sinyangwe. However, there is need for a crop of writers who will compete favourably for space on the literature syllabus. This way we can finally move away from learners being so well vested in the ways of other people and becoming professors of their own culture, languages and traditions. The school syllabus itself is fertile ground where the literary arts can be developed and a place where with time, a Zambian genre can be harvested. It is a good habit to read widely, for who can ever forget the hilarious ‘Government Inspector’ by Nikolai Gogol and the amazing ‘Animal Farm’ by George Orwell’? However, a nation should identify its own literary works, and learners and readers alike should pride themselves in what is truly theirs. Despite the challenges, if people are encouraged to write for the national syllabus, imagine what great strides we would make ‘Toward a Zambian Genre’.

OPPORTUNITIES FOR CREATIVE ARTS AND LITERACY

A lot of writing has been done by Zambians on a number of topics, but much of it has been non-fiction, targeting mostly the academics. For this sector, the distribution of books has been easy, largely supported by the education system. Due to this, the larger population, those who are excluded from the academic path, remain illiterate and without access to literature that can lead to their personal development and the growth of the communities. There are key factors that must be put in place for the development of the creative arts and promotion of literacy. Currently, the creative arts are without structural support and writers are all over the place, either trying to make a career or earn living. It is equally impossible to make strides in literacy if the people who are writing cannot reach their readers. Not all reading material should be found in a classroom.

There is need to take literacy development beyond the classroom walls, to reach the communities, to reach those who are outside the classroom. The country once boasted of community libraries but now there are more bars and groceries shops. The lack of infrastructure significantly impedes literacy development. With most public schools having limited reading materials, such support structures like a community library would play a key role in cementing the efforts of the education system and at the same time broadening the spectrum to include those who are outside the school system. A community or public library can lead to development. Apart from providing opportunities for reading, such a structure can be used to disseminate information about other issues affecting societies and promoting development. It is through such places that community participation can be promoted, to make all members of the public stakeholders in the literacy and literary agendas. It is from such centers that writing careers have successfully been launched and promoted for the benefit of the community. The creative arts can also be promoted by being housed under tertiary institutions where English and Literature are taught.  This works well when an institution opens its doors to the writing industry and creates opportunities for writers and at the same time linking them to community literary programmes. For example, the Centre for Creative Arts falls under the Department of Humanities at the University of KwaZulu Natal. Over the years, a number of brands have been developed to include, ‘Time of the Writer’, a sponsored programme that now reaches out to international writers, ‘Durban International Film Festival’ and so on. It is because of such efforts by a higher institution of learning that Durban is now named the UNESCO City of Literature. We cannot leave the government out in this process. As a key stakeholder they should work toward taking the development of literacy and creative arts outside the school walls. We look forward to a time when the local authorities for instance will reintroduce community literacy programmes.

If we are to head ‘Toward a Zambian genre’, these elements should begin to work together.