Kirinyaga University

COURSE OUTLINE

SCHOOL: SCHOOL OF BUSINESS AND EDUCATION

DEPARTMENT: EDUCATION
PROGRAMME: BACHELOR OF EDUCATION
YEAR: 2023/2024SEMESTER: 2nd (JANUARY-APRIL 2024)
UNIT CODE : ALT 2220 UNIT TITLE : SURVEY OF AFRICAN
LITERATURE
LECTURE HOURS : 45 PRE-REQUISITES : NONE
LECTURER : DR. VIOLET BARASA
LECTURER CONTACTS : 0726292746 EMAIL: vbarasa@kyu.ac.ke

COURSE PURPOSE
This course will expose the learners to African literature with relation to myths,
history and tradition.

LEARNING OUTCOMES
By the end of the course students should be able to:
 Critically examine and explore selected Africa literacy texts written in
English
 Explore the extent to which African writings re-interpret history and as an
oral traditional narrative mode
 Demonstrate a critical understanding of how African authors and those of
African descent in the Diaspora articulate issues that could be common to
the experiences of Blacks throughout history.
 Analyze thematic concerns addressed in various texts, and show their
linkages with ideological movements and historical epochs.
 Critically appreciate the impact of different factors including history,
ideology, politics, language, gender and region of origin on African
Literature.
 Assess the phenomenon of African consciousness in as far as it relates to
myth, history and tradition
1

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

  Account for the diversity of indigenous African creative forms;
 Relate the stylistic strategies in African texts to the socio- cultural events
that influence writers; and
 Conduct a comparative study of African Literature
Programme Learning Outcomes
 teach effectively in areas of specialization in secondary school and post-
secondary institutions;
 design, develop, implement and evaluate curricula for secondary school and
post-secondary institutions;
 plan and implement appropriate programmes for various categories of
learners;
 apply ethical and moral values in their work environment;
 apply appropriate teaching techniques in secondary school and post-
secondary institutions;
 plan, utilize and manage resources in learning institutions; and carry out
research in secondary and post-secondary education;
 conduct educational research; and
 apply scientific principles in problem solving.
Core Learning Competencies:
 Communication and collaboration;
 Citizenship;
 Critical thinking and problem solving;
 Digital Literacy;
 Imagination and Creativity;
 Learning to Learn; and
 Self-Efficacy.

Pertinent Contemporary Issues (PCI):

 Health Related Issues (HIV and AIDS, Alcohol and Drug Abuse, Life style);
 Life skills and values issues: and
 Social economic issues (Environmental, disaster risk reduction, safety and
security, countering terrorism, violent extremism and radicalization, poverty
eradication, gender and animal Welfare).
Core Values:
 Integrity
 Love

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

  Patriotism
 Peace
 Respect
 Responsibility
 Social Justice
 Unity
Course Content
A comprehensive overview of the literature of African from traditional to modern
times, progression from oral literature to written literature, chronological selection
of poetry, drama, narratives and novel from all region of Africa. The course
critically examines and explores selected African literary texts written in English.
It focuses on historical and cultural experiences of the continent as seen in the texts
by African authors. The general focus will be on three distinct but fairly related
concepts: myth, history, and tradition in so far as they function as principal
signposts for the approach to and appreciation of contemporary African literary
expression. Specifically, we will examine how selected works draw upon and/or
re-invent myth as a perspective and as basis of dramatic conflict. We will also
explore the extent to which African writing re-interprets history and draws on oral
traditional modes. Eventually, we will be interested in critical evaluation of this
body of writing as a unique phenomenon reflecting sensibility and consciousness.
Literary investigation of the thematic content, presentation style and
characterization in selected texts, sampled from East, West, North, Central and
South Africa and drawn from all genres of literature.

List of Topics to Be Covered in the Course

The key topics that will be covered in this course are as follows:
General introduction
 Definition of African literature;
 A survey of different genres of African literature
 critical debates on African literature;
Factors influencing production of African literature
Consideration of:
 Geographic;
 Linguistic;
 Gender;
 Racial;
3

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

  Ideological;
 generational,
 historical;
 economic,
 political;
 spiritual;
 cultural; and
 other factors influencing the production of African literature;
African literature and oral literature;
African writing and postcolonial identities;
 The Encounter between African and European traditions
 Migration and African literature;
 Pre-Colonial, Colonial, Post-Colonial, Neocolonialism (Colonialism,
resistance and struggles across Africa
 Belonging in African literature
 The Diaspora question in African literature
 African literature as political narrative
 The Encounter between African and European traditions

WEEKLY COURSE OUTLINE

WEEK LESSON LESSON OUTCOMES LEARNING
CONTENT EXPERIENCES
Week 1 Topic By the end of the lesson the The teacher trainee to:
General Introduction teacher trainee should be able  Discuss in groups the
Sub-Topic to: genres of African
The basic Concept in  Identify literary genres literature;
African literature:  Explain characteristics of  Discuss
 Definition of each genre characteristics of
African literature;  Examine the different each genre
 A survey of debates on African  Examine in groups
literature
4

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

 different genres of List competencies to be the debates
African literature developed from the lesson surrounding African
 critical debates on covered. literature
African literature  Communication
 Critical thinking
List Values to be enhanced
from the lesson covered:
 Integrity
 Responsibility
Week 2 Topic By the end of the lesson the The teacher trainee to:
 Production of teacher trainee should be able  discuss in groups the
African literature to: different factors
Sub-Topic  Examine the factors influencing literary
Factors influencing influencing production production in Africa;
production of of African literature  Explain how culture
African literature  Evaluate the portrayal influences literature
 Geographic; of cultural factors in in Africa
 Linguistic; literature
 Gender; List competencies to be
 Ideological; developed from the lesson
 generational, covered.
 historical;  Communication
 economic,  Problem solving
 political; and List Values to be enhanced
 other factors from the lesson covered:
influencing the  Honesty
production of  Responsibility
African
literature;
Week 3 Key Topic(s): Clearly discuss the content of  In groups, discuss
 Literary Analysis the course design: Purple hibiscus
Key Subtopics:  Read Purple hibiscus  Analyze the text in
 Analysis of Purple  Analyze the text groups
hibiscus.  Discuss governance in the  Examine how
 Postcolonial text governance is
List competencies to be
5

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

 governance developed from the lesson interrogated in the text
 Gender question covered.
 Orality in the  Communication and
written collaboration;
 Critical thinking and
problem solving;
 Self-Efficacy.
List Values to be enhanced
from the lesson covered:
 Integrity
 Respect
 Responsibility
 Social Justice
Week 4 Topic Clearly discuss the content of The teacher trainee to:
&5  Literary analysis the course design:  Demonstrate the
CAT 1 Sub-topic  Differentiate written from differences between
(Week  Analysis of Death oral literature written and oral
4) and the King’s  Examine the relationship literature
horseman African between written and oral  In groups, discuss the
literature and oral literature relationship between
literature List competencies to be written and oral
 Myth and African developed from the lesson literature
Literature covered.
 Traditional  Communication and
practices /orality in collaboration;
African Literature  Citizenship;
 Critical thinking and
problem solving;
List Values to be enhanced
from the lesson covered:
 Integrity
 Respect
 Responsibility
 Social Justice
Week 6 Topic By the end of the lesson the The teacher trainee to:
 Literary analysis teacher trainee should be able  In groups, discuss the
6

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

 Sub-Topic to: influence of
African writing and  Explain the influence of European encounter
Colonialism: European encounter on on African literature
 Analysis of African literature  Examine the
Nervous conditions Discuss migration and its influence of
 The Encounter influence on literature migration on
between African  Examine the influence of literature
and European pre- colonial, colonial and  Demonstrate how
traditions postcolonial epochs on pre- colonial,
 Migration and African literature colonial and
African literatureList competencies to be postcolonial epochs
developed from the lesson have been depicted in
covered. African literature
 Communication and
collaboration;
 Critical thinking and
problem solving;
List Values to be enhanced
from the lesson covered:
 Integrity
 Social Justice
 Unity
Week 7 Topic By the end of the lesson the The teacher trainee to:
 Literary analysis teacher trainee should be able  Discuss in groups
Sub-Topic to: what you understand
African writing and  Explain your by belonging in
postcolonial understanding of African literature
identities: belonging as depicted in  Discuss ways in
 Analysis of literature which European
Nervous  Discuss how European traditions affect the
conditions traditions affected the Africans
 Pre-Colonial, African person
Colonial, Post- List competencies to be
Colonial, developed from the lesson
 Neocolonialism covered.
(Colonialism,  Communication and
7

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

 resistance and collaboration;
struggles) across  Critical thinking and
Africa problem solving;
 Self-Efficacy.
List Values to be enhanced
from the lesson covered:
 Integrity
 Responsibility
 Social Justice
Week 8 Topic By the end of the lesson the The teacher trainee to:
CAT 2 Literary analysis teacher trainee should be able  Discuss the portrayal
Sub-Topic to: of the city in African
African writing and Clearly discuss the content of literature
postcolonial the course design:  Identify ways of how
identities:  Explain the portrayal of gender is advanced in
 Belonging in the city in African literary texts
African literature literature  In groups, discuss
 The Diaspora  Explain the portrayal of cases of
question in African gender in literature disillusionment in
literature  Discuss how African African literature
 Illustrations from literature portrays
Gurnah’s The Last disillusionment
gift. List competencies to be
developed from the lesson
covered.
 Communication and
collaboration;
 Critical thinking and
problem solving;
List Values to be enhanced
from the lesson covered:
 Integrity
 Responsibility
 Social Justice
Week 9 Topic By the end of the lesson the The teacher trainee to:
Literary analysis teacher trainee should be able  In groups, discuss
8

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

 Sub-Topic to: Anthills of the
African writing and Clearly discuss the content of Savannah
postcolonial identities the course design:  In groups, analyze the
 African literature  Read Death and the King’s text in groups
as political horseman  Discuss how
narrative  Analyze the text governance is
 The Encounter  Discuss governance in the interrogated in the text
between African text
and European List competencies to be
traditions developed from the lesson
 Illustrations from covered.
Achebe’s A Man  Communication and
of the people. collaboration;
 Critical thinking and
problem solving;
 Self-Efficacy.
List Values to be enhanced
from the lesson covered:
 Integrity
 Respect
 Responsibility
 Social Justice
Week Key Topic(s): By the end of the lesson the The teacher trainee to:
10  Literary analysis teacher trainee should be able  Demonstrate the
Key Subtopics: to: relevance of the title
 Literary analysis Clearly discuss the content of in relation to events
of Cry the beloved the course design: therein
country.  Explain the relevance of  Discuss in groups the
 Impact of the title impact of apartheid
apartheid  Examine the impact of to South Africans
 Cultural clash apartheid on citizens  Explain how racial
 Racial  Examine the impact of segregation affected
discrimination racial segregation on the society
 Portrayal of the individuals
city List competencies to be
developed from the lesson
 Religion in the
9

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

 face of oppression covered.
 Communication and
collaboration;
 Critical thinking and
problem solving;
 Self-Efficacy.
List Values to be enhanced
from the lesson covered:
 Integrity
 Patriotism
 Responsibility
 Social Justice
Week Literary analysis By the end of the lesson the The teacher trainee to:
11 Key Subtopics: teacher trainee should be able  Discuss in groups the
 Literary analysis to: meaning of the title
of The Return of  Analyse the meaning of  Examine how
Mgofu. the last gift identity is
 Identity  Discuss the question of interrogated in the
 Belonging identity as portrayed in the text
 Migration and text
diaspora Competencies to be
 Social classes developed from the lesson
covered.
 Communication and
collaboration;
 Critical thinking and
problem solving;
 Self-Efficacy.
List Values to be enhanced
from the lesson covered:
 Integrity
 Patriotism
 Respect
 Responsibility
Week Key Topic(s): By the end of the lesson the The teacher trainee to:
12 Literary analysis teacher trainee should be able  Discuss in groups the
10

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

 Key Subtopics: to: portrayal of women
 Literary analysis  Examine the portrayal of  Discuss the portrayal
of So long a letter women in the text of the city in the text
 Gender disparity  Explain the depiction of  Explain the missteps
 Cultural clash the city as a space of post-independence
 Post-  Examine missteps in post- leadership
independence independence leadership
intrigues in List competencies to be
literature developed from the lesson
 Marginalization covered.
and society  Communication and
collaboration;
 Critical thinking and
problem solving;
 Self-Efficacy.
List Values to be enhanced
from the lesson covered:
 Integrity
 Respect
 Responsibility
 Unity
Week Key Topic(s): By the end of the lesson the The teacher trainee to:
13 &14 Literary analysis teacher trainee should be able  Discuss how poor
Course overview to: governance affects
Key Subtopics:  Examine the impact of the society
 Literary analysis poor governance  Whole class
of A man of the  Clearly discuss the content discussion on of the
people. of the course course content
 Political leadership List competencies to be
 Political developed from the lesson
assassination and covered.
intimidation  Communication and
 The plight of collaboration;
educational elites  Critical thinking and
 All Topics covered problem solving;
in the course  Self-Efficacy.
11

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

 List Values to be enhanced
from the lesson covered:
 Integrity
 Respect
 Responsibility
 Unity

TEACHING METHODOLOGY
Lectures, demonstrations, presentations, assignments, projects
INSTRUCTIONAL MATERIALS
Smartboard, Whiteboard markers, White board, projector, lecture notes, and
Masomo portal

COURSE EVALUATION
Grading System
Scores Letter Grade Quality of Performance

70 - 100 A Excellent
60 - 70 B Good
50 - 60 C Satisfactory
40 - 50 D Pass
Below 40 F Fail

Distribution of Marks

Tasks Points

Two Continuous Assessment Tests 20

Group Presentation 10
Final Examination 70
____________________________________________________
Total Points 100
Course Requirements
 student regular attendance and active participation in class discussions;
 successful completion of all assessment opportunities;
 student adequate preparation for every class;
12

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2

 student regular and active participation on the Masomo Portal;
 completing on time, all reading assignments;
 Student punctuality for every class; and
 Student attendance for every class.
Required Learning Materials
Achebe, C. (1978). A man of the people. London: Heinemann Educational
Publishers.
Adichie, C. (2004). Purple hibiscus. Ibadan: Macmillan.
Ba, M. (1980). So long a letter. Senegal.
Paton, A. (1948). Cry the beloved country. USA: Scribners.
Dangrembga, T. (2004). Nervous conditions. Harare: Heinemann
Gurnah, K. (1971). The Last gift. New York: Bloomsbury.
Imbuga, F. The Return of Mgofu.
Soyinka, W. (1978). Death and King’s horseman. Lagos: Heinemann.
Recommended Learning materials
Awosika, O. (1997). Form and technique in the African novel. Ibadan: Sam
Bookman Educational publishers.
Chapman, M. (1996). Southern African literatures. Pietermaritzburg: University
of Natal Press.
Gikandi, S. (1986). Reading the African novel. London: Heinemann.
Griffiths, G. (2000). African literatures in English: east and west. Harlow:
Pearson Educational.
Guerard, A. M. (ed). (1972). Literature and society. New York: Kraus.
Irele, F.A. (2001). The African Imagination: Literature in Africa and the Black
Diaspora. London. OUP.
Irele, F.A. (2009). The Cambridge Companion to the African Novel. Cambridge.
Kurtz, J. R. (1998) Urban obsessions, urban fears: the postcolonial Kenyan
novel. Oxford: James Currey
Roscoe, A. (1977). Uhuru’s fire: African literature, East to South. CUP.
Stratton, Florence. Contemporary African Literature and the Politics of Gender.
London: Routledge, (1994)
Wa Ngugi, T. (1981) Writers in Politics: Essays. London: Heinemann.
Wa Ngugi, T. (1994) Decolonizing the Mind. East African Publishers

13

Dr. Violet Barasa

@JANUARY 2024 SEMESTER 2