CHL2601
Assignment 7
Due August 2025
, CHL2601
Assignment 7
DUE August 2025
QUESTION 1
1.1 Responses to Sub-Questions
1.1.1 Why is it important for learners to have access to books that represent their
cultural heritage and identity?
Access to culturally relevant books affirms learners’ identities and fosters a sense of
belonging. Representation enhances engagement by validating learners’ experiences
and countering historical exclusion. For example, a Zulu child reading a story in isiZulu
rooted in local traditions experiences cultural pride and connection, supporting both
personal and academic development (Ngũgĩ wa Thiong’o, 1986).
1.1.2 How do stories in learners’ literature support the development of moral
reasoning and a learner’s sense of right and wrong?
Stories present ethical dilemmas that help learners reflect on values and choices.
According to Piaget (1932), narratives accelerate the shift from externally imposed
morality to internal moral reasoning. A tale about the consequences of dishonesty, for
instance, enables learners to evaluate actions and internalize moral lessons through
guided discussion and reflection.
1.1.3 What role does Africanisation play in ensuring that learners’ literature
reflects the experiences of South African learners?
Africanisation ensures that literature reflects African realities by incorporating local
languages, settings, and social issues. It challenges Eurocentric dominance in the
curriculum and makes stories more relatable to learners. A narrative set in a township,
for example, speaks directly to urban South African experiences, promoting relevance
and cultural affirmation (Fanon, 1961).
Assignment 7
Due August 2025
, CHL2601
Assignment 7
DUE August 2025
QUESTION 1
1.1 Responses to Sub-Questions
1.1.1 Why is it important for learners to have access to books that represent their
cultural heritage and identity?
Access to culturally relevant books affirms learners’ identities and fosters a sense of
belonging. Representation enhances engagement by validating learners’ experiences
and countering historical exclusion. For example, a Zulu child reading a story in isiZulu
rooted in local traditions experiences cultural pride and connection, supporting both
personal and academic development (Ngũgĩ wa Thiong’o, 1986).
1.1.2 How do stories in learners’ literature support the development of moral
reasoning and a learner’s sense of right and wrong?
Stories present ethical dilemmas that help learners reflect on values and choices.
According to Piaget (1932), narratives accelerate the shift from externally imposed
morality to internal moral reasoning. A tale about the consequences of dishonesty, for
instance, enables learners to evaluate actions and internalize moral lessons through
guided discussion and reflection.
1.1.3 What role does Africanisation play in ensuring that learners’ literature
reflects the experiences of South African learners?
Africanisation ensures that literature reflects African realities by incorporating local
languages, settings, and social issues. It challenges Eurocentric dominance in the
curriculum and makes stories more relatable to learners. A narrative set in a township,
for example, speaks directly to urban South African experiences, promoting relevance
and cultural affirmation (Fanon, 1961).
