HED4806 Assignment 3 2025
Unique Number:
Due Date: 2025
SECTION A
3.1 a) Explain the effects of the above practice in the broader context of
decolonisation
Punishing learners for speaking their indigenous language, as described by Ngũgĩ wa
Thiong’o, represents a deliberate act of cultural and psychological subjugation. This form of
punishment, which included corporal discipline and public humiliation, was designed to instil
shame and inferiority associated with the mother tongue. In the broader context of
decolonisation, such practices reflect the systematic erasure of indigenous identity,
promoting the dominance of colonial languages and values. Language is deeply tied to one’s
culture, heritage, and worldview. Therefore, repressing the mother tongue equates to
suppressing cultural self-expression and knowledge systems. It creates internalised
oppression, where individuals begin to perceive their own languages and cultures as inferior.
This disruption of linguistic harmony, once present in homes and communities, creates
alienation in educational settings. Decolonisation, therefore, seeks to reverse this damage
by reclaiming indigenous languages as legitimate mediums of knowledge, restoring dignity
and cognitive empowerment for African learners..
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
SECTION A
3.1 a) Explain the effects of the above practice in the broader context of
decolonisation
Punishing learners for speaking their indigenous language, as described by Ngũgĩ
wa Thiong’o, represents a deliberate act of cultural and psychological subjugation.
This form of punishment, which included corporal discipline and public humiliation,
was designed to instil shame and inferiority associated with the mother tongue. In
the broader context of decolonisation, such practices reflect the systematic erasure
of indigenous identity, promoting the dominance of colonial languages and values.
Language is deeply tied to one’s culture, heritage, and worldview. Therefore,
repressing the mother tongue equates to suppressing cultural self-expression and
knowledge systems. It creates internalised oppression, where individuals begin to
perceive their own languages and cultures as inferior. This disruption of linguistic
harmony, once present in homes and communities, creates alienation in educational
settings. Decolonisation, therefore, seeks to reverse this damage by reclaiming
indigenous languages as legitimate mediums of knowledge, restoring dignity and
cognitive empowerment for African learners..
3.2
―Decolonisation of the mind‖, as advocated by Ngũgĩ wa Thiong’o, refers to the
process of liberating the African consciousness from the lingering effects of colonial
domination, particularly in how people perceive themselves, their cultures, and their
languages. It challenges the internalised belief that European languages and
worldviews are superior, and instead reclaims indigenous languages and knowledge
systems as legitimate and powerful tools for self-expression, education, and cultural
identity.
Wa Thiong’o argues that language is central to identity and plays a critical role in
shaping how individuals relate to their environment, community, and broader world.
He posits that colonisation did not only involve the physical conquest of African
territories but also the psychological conquest of the African mind. Through
Unique Number:
Due Date: 2025
SECTION A
3.1 a) Explain the effects of the above practice in the broader context of
decolonisation
Punishing learners for speaking their indigenous language, as described by Ngũgĩ wa
Thiong’o, represents a deliberate act of cultural and psychological subjugation. This form of
punishment, which included corporal discipline and public humiliation, was designed to instil
shame and inferiority associated with the mother tongue. In the broader context of
decolonisation, such practices reflect the systematic erasure of indigenous identity,
promoting the dominance of colonial languages and values. Language is deeply tied to one’s
culture, heritage, and worldview. Therefore, repressing the mother tongue equates to
suppressing cultural self-expression and knowledge systems. It creates internalised
oppression, where individuals begin to perceive their own languages and cultures as inferior.
This disruption of linguistic harmony, once present in homes and communities, creates
alienation in educational settings. Decolonisation, therefore, seeks to reverse this damage
by reclaiming indigenous languages as legitimate mediums of knowledge, restoring dignity
and cognitive empowerment for African learners..
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
SECTION A
3.1 a) Explain the effects of the above practice in the broader context of
decolonisation
Punishing learners for speaking their indigenous language, as described by Ngũgĩ
wa Thiong’o, represents a deliberate act of cultural and psychological subjugation.
This form of punishment, which included corporal discipline and public humiliation,
was designed to instil shame and inferiority associated with the mother tongue. In
the broader context of decolonisation, such practices reflect the systematic erasure
of indigenous identity, promoting the dominance of colonial languages and values.
Language is deeply tied to one’s culture, heritage, and worldview. Therefore,
repressing the mother tongue equates to suppressing cultural self-expression and
knowledge systems. It creates internalised oppression, where individuals begin to
perceive their own languages and cultures as inferior. This disruption of linguistic
harmony, once present in homes and communities, creates alienation in educational
settings. Decolonisation, therefore, seeks to reverse this damage by reclaiming
indigenous languages as legitimate mediums of knowledge, restoring dignity and
cognitive empowerment for African learners..
3.2
―Decolonisation of the mind‖, as advocated by Ngũgĩ wa Thiong’o, refers to the
process of liberating the African consciousness from the lingering effects of colonial
domination, particularly in how people perceive themselves, their cultures, and their
languages. It challenges the internalised belief that European languages and
worldviews are superior, and instead reclaims indigenous languages and knowledge
systems as legitimate and powerful tools for self-expression, education, and cultural
identity.
Wa Thiong’o argues that language is central to identity and plays a critical role in
shaping how individuals relate to their environment, community, and broader world.
He posits that colonisation did not only involve the physical conquest of African
territories but also the psychological conquest of the African mind. Through
