Angifi Dladla (1950-2020): An Embodiment of "Ku Femba" as a Poetry Teaching Philosophy for Renewal

Autor/inn/en	Bila, Vonani; Abodunrin, Olufemi J.
Titel	Angifi Dladla (1950-2020): An Embodiment of "Ku Femba" as a Poetry Teaching Philosophy for Renewal
Quelle	In: Education as Change, 24 (2020), Artikel 8194 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bila, Vonani) ORCID (Abodunrin, Olufemi J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Poetry; Educational Philosophy; Political Attitudes; Western Civilization; Teaching Methods; Consciousness Raising; Oral Tradition; Written Language; Poverty Areas; History; Foreign Policy; Self Concept; Foreign Countries; Violence; African Culture; South Africa + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Bildungsphilosophie; Erziehungsphilosophie; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Bewusstseinsbildung; Oral history; Mündliche Überlieferung; Geschriebene Sprache; Geschichte; Geschichtsdarstellung; Außenpolitik; Selbstkonzept; Ausland; Gewalt; Africa; Culture; Afrika; Kultur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Angifi Dladla's poetry and teaching doctrines are considered tools for consciousness raising, healing and popular education for decoloniality. Through "ku femba", an age-old practice that serves as a channel to cast away evil spells in a society bedevilled by violence, Dladla displays the relationship between man, ancestors and the otherworldly as a vehicle for decoloniality. Hisfeisty narrative poems, "I Failed My Children" and "Marikana Chorus", explore the spiritual dimension and infinite possibilities of experience rooted in oral and written tradition. Dladla's Femba Writing Project, based on his philosophy of teaching poetry, affirms that poetry rooted in decoloniality reflects not only the poet's political convictions, but a shared communal experience of those on the edges of existence who are capable enough to challenge the master's voice (the voice of the Western canon) that often defines quality in poetry. Dladla is steeped in direct knowledge of the precarious life in South African townships; he draws on his accrued knowledge and on the complexities of history and memory to create and teach compelling poetry that resonates with the ordinary without falling into the trap of ghettoising his experience. Dladla's poetry and teaching philosophy challenge the colonising practices that have shaped and continue to influence the teaching of poetry in South Africa. They form part of a wider agenda of defining African selfhood in a decolonial context. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01