Since literature was included on the Rwandan curriculum, there have been several questions the public has been asking itself that the Ministry Of Education may not be aware of. These questions range from the very meaning of the subject to its core value in society.
Literature as a subject can generally be defined as all the ‘imaginative and creative works of art expressed in writing and speaking’.
Literature is such a powerful subject that it can create angels and as well devil’s out of the community, depending on the objectives that’s why one scholar once said that literature can tred where ANGELS cannot dare.
It is against this background that the community has to be sensitized and informed about the objectives of the Ministry when they went about putting this subject of the national curriculum.
The ministry of education should organize seminars with the teachers of literature in various schools, where ideas can be exchanged and a common understanding be reached regarding the pedagogy to be used, what to emphasize, what the esthetic or the ethical value of the subject is be, if of any importance.
This is fundamental because the implementers may end up teaching their own values that don’t match their teaching with the national requirements; literature can create such patriotic citizens, if well packaged.
The Ministry should, in liaison with the Curriculum Development Center make clear the reasons for selecting certain texts and poems to be handled in the classroom since these texts cover a range of themes dealing with political, social, economic, religious and moral aspect of human beings.
If this is done I think all the questions asked by the society will be answered; and a line of focus will be established, whereby teachers will be equipped with clear information to impart to the newly prestigious subject that will have tempted students to join it simply because it relates to law, journalism and drama, ignoring the national and cultural aspect it embeds.
Therefore my humble appeal to the Ministry is to always involve the implementers of the curricula in any new aspect of the education system.
This involvement doesn’t only equip them with the necessary knowledge of the subject matter but also allows them to express their fears, suggest important implementation strategies and a feel part of the entire educational process.
The author lives in Musanze