n Mousaion - An investigation into the teaching of children's literature at selected primary schools in Harare, Zimbabwe

Special issue 1
  • ISSN : 0027-2639



This article investigates the teaching of children's literature at three primary schools in Harare, Zimbabwe. The data for this investigation were collected using interviews. The interviews were held with twelve teachers, four each from the selected schools. It was established that despite agreement on the value of children's literature, there is no consensus amongst teachers on what exactly it is. The research also found that there is no provision in the primary school syllabi for the teaching of children's literature. Rather, children's literature is a component of the language syllabi in English, Shona and Ndebele. It was also established that the Ministry of Education, Sport, Arts and Culture of Zimbabwe does not have a policy which stipulates how children's literature should be taught. As a result, individual teachers use a variety of methods to teach the subject, with most of them resorting to the methods which were used by their own teachers at high school and college levels to teach adult literature. Amongst other suggestions, the article recommends the design of syllabi for children's literature as a separate subject at primary school level.

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