African Folklore for Critical Self-reflection, Reflective Dialogue, and Resultant Attitudinal and Behaviour Change: University Students’ Experiences

Abstract

 This article reports on the findings of a study, which included 154 participating university students from diverse cultural backgrounds. Qualitative data obtained from the participants were thematically analysed, using analytical induction and drawing from Mezirow’s transformative learning theory. The findings showed that African folklore provides knowledge that includes cultural, folklore and morality knowledge, which is integrated with values. This knowledge is packaged, arranged and transmitted in particular ways that enable the learner or young person to engage in self-reflection, reflective dialogue, and reflective action. We argue that African folklore in itself is a pedagogical strategy that integrates knowledge and values with entertainment elements that expose the young people to life through a transformative phase, which encompasses psychological, convictional and life-style adaptation processes. In these processes, both the nature of knowledge and the ways in which the knowledge is communicated constitute an African folklore approach to education that when used and reinforced, ultimately leads to lasting positive attitudinal and behaviour changes in young people. We therefore, recommend that further research be conducted to explore the use of African folklore as a teaching and learning strategy in formal school settings, particularly in life-skills education, with the aim of achieving lasting positive attitudinal and behaviour changes in young people.