The seminar “Language and Literature in the New South Africa” familiarized students with a range of contemporary and antecedent short stories by South African authors in context of the highly problematic terms of apartheid and post-apartheid especially with regard to South African culture. A major aspect of the seminar was the question of identity and culture as it is recognizable in language and literature. Community should be achieved as an important role in South Africa. To implicate the usability for (short) stories in the English language classroom, the fact that they in general meet a basic human need and a plurality of methodological approaches especially for young people in order to understand the “other” are to be emphasised.
Table of Contents
1. Introduction
2. Approaches to “The Park” by James Matthews
2.1. Topics and related topics
2.2. Appropriate Images in “The Park” for elaboration
2.3. Narrative strategy and point of view
2.4. Issues referring to (multi)cultural and religious context
2.5. Role of race
3. Plan of the teaching unit
3.1. Lessons and goals
3.2. Activities and tasks
4. Summary
Objectives and Topics
This work aims to develop a teaching unit centered on James Matthews' short story "The Park" for the classroom, specifically targeting the "gymnasiale Oberstufe". The primary research objective is to utilize the story as a vehicle to explore the historical context of Apartheid, analyze narrative strategies, and encourage students to engage with themes of multiculturalism and racial identity through creative and product-oriented tasks.
- Apartheid and post-Apartheid South African culture
- Narrative structure and stylistic analysis in short fiction
- Multicultural society and religious contexts
- Symbolism and character development
- Creative writing and student-centered learning methodologies
Excerpt from the Book
James Matthews’ short story “The Park” (1962) takes a closer look at a young black boy’s life during the South African Apartheid.
His family is poor and reliant on the mother who earns money by ironing clothes. The little boy‘s only thought is “The Park” with its swings, see-saws, merry-go-rounds and chutes. He wants to play there but is not allowed to because he’s black. As he tries to play in the park an black attendant is sending him away. Even though many things happen and friends try to detract him from his aim, he can’t forget it and finally decides to go alone to the park in the dark. In the following night he makes his dreams come true. He swings, sets the merry-go-round in action, chutes and seesaws. Suddenly a light switched on and once again the black attendant appears. He asks the boy why he came back. The boy simply answers that he came back for the swings.
Summary of Chapters
1. Introduction: This chapter contextualizes the seminar theme of literature in post-Apartheid South Africa and outlines the pedagogical potential of short stories for understanding the "other" and addressing multicultural themes.
2. Approaches to “The Park” by James Matthews: This section provides a detailed thematic and narrative analysis of the short story, covering topics like racism, symbolism, and character archetypes within the Apartheid regime.
3. Plan of the teaching unit: This chapter details the didactic structure, lesson goals, and specific classroom activities designed to foster both analytical skills and creative engagement with the text.
4. Summary: This final chapter reflects on the suitability of the teaching unit for advanced students and discusses how the integration of formal analysis with socio-cultural issues enhances student understanding.
Keywords
Apartheid, South African Literature, James Matthews, The Park, Classroom Unit, Multiculturalism, Narrative Strategy, Racial Conflict, Didactic Potential, Short Story Analysis, Social Injustice, Student-Oriented Learning, Characterization, Cultural Identity, Pedagogical Methods
Frequently Asked Questions
What is the primary focus of this academic work?
The work focuses on designing a structured teaching unit based on the short story "The Park" by James Matthews, intended for use in an English language classroom at the senior high school level.
What central themes are explored in the proposed unit?
The unit centers on Apartheid in South Africa, racial discrimination, the struggle for identity in a multicultural society, and the exploration of socio-cultural realities through literature.
What is the main objective of creating this teaching unit?
The goal is to provide a didactic framework that allows students to analyze formal narrative techniques while simultaneously deepening their awareness of historical and contemporary societal conflicts.
Which teaching methods are recommended?
The unit employs a mix of teacher-centered instruction and student-oriented activities, including brainstorming, character analysis, group discussions, creative writing, and oral presentations.
How is the main body of the work structured?
It is divided into two main parts: a theoretical approach to the text including thematic and narrative analysis, and a practical pedagogical plan containing specific lessons, goals, and classroom activities.
What key terms characterize the proposed curriculum?
Key terms include Apartheid, short story analysis, multicultural society, narrative strategy, and creative product-oriented work.
How does the author characterize the 'little black boy' in the story?
The author identifies the boy as a symbol of the segment of black society that refuses to accept the suppressed position mandated by Apartheid, representing hope, aspiration, and the resistance against permanent oppression.
What role does the 'attendant' play in the narrative analysis?
The attendant is portrayed as representing the difficult dilemma faced by ordinary black people in South Africa, torn between the need for survival under white-imposed rules and the desire to assist their own compatriots.
- Quote paper
- Joan-Ivonne Bake (Author), 2003, “The Park” by James Matthews. Short stories by South African authors in the classroom, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/160206
