Decolonizing the English Literature GCE A-Level via the South African Ex-Centric

Jade Munslow Ong

doi:10.1093/english/efab009

Abstract

Abstract In this snapshot article, I outline the background and context for the development of research-led teaching activities aimed at students pursuing the WJEC Eduqas GCE A-Level English Literature qualification. The aims of these activities are threefold: first, to assist students’ learning and preparation for the exam component ‘Unseen Prose’ (worth 10% of the overall qualification); second, to extend the impact of AHRC-funded research on South African literature to 16- to 18-year-old learners; and third, to mobilize the first two aims in support of decolonizing efforts in English Studies.

Highlights

I outline the background and context for the development of research-led teaching activities aimed at students pursuing the WJEC Eduqas GCE A-Level English Literature qualification
The teaching activities outlined below are conceptualized in terms of the excentric, which functions as both descriptor and methodology to facilitate student-led analyses of primary texts by South African writers, Olive Schreiner (1855–1920) and Solomon Plaatje (1876–1932)
The most prominent of the recent decolonizing campaigns was the 2015 South African student-led movement #RhodesMustFall, which aimed to have a statue of colonist Cecil Rhodes removed from the University of Cape Town campus as part of its decolonizing mission.[2]

Summary

Introduction

Decolonising the English Literature GCE A-Level via the South African ex-centric Munslow Ong, J English : The Journal of the English Association Oxford University Press (OUP) Article This version is available at: http://usir.salford.ac.uk/id/eprint/60906/ 2021 DECOLONIZING THE ENGLISH LITERATURE GCE A-LEVEL VIA THE SOUTH AFRICAN EX-CENTRIC

Results

Conclusion