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Contextualising Classics Teaching in Malawi: A CONTEXTUALISING CLASSICS TEACHING IN MALAWI: A COMPARATIVE STUDY Steve Evans McRester Trinta Nyamilandu A Thesis Submitted for the Degree of PhD at the University of Malawi & University of St Andrews 2016 Full metadata for this item is available in Research@StAndrews:FullText at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/9427 This item is protected by original copyright This item is licensed under a Creative Commons Licence CONTEXTUALISING CLASSICS TEACHING IN MALAWI: A COMPARATIVE STUDY DOCTOR OF PHILOSOPHY (CLASSICS EDUCATION) THESIS STEVE EVANS MCRESTER TRINTA NYAMILANDU UNIVERSITY OF MALAWI AND UNIVERSITY OF ST ANDREWS FEBRUARY, 2016 CONTEXTUALISING CLASSICS TEACHING IN MALAWI: A COMPARATIVE STUDY DOCTOR OF PHILOSOPHY (CLASSICS EDUCATION) THESIS By STEVE EVANS MCRESTER TRINTA NYAMILANDU MA (Latin Language Education) -UNIMA ; MA (Ancient Languages and Cultures) - UNISA Submitted in fulfilment for the degree of Doctor of Philosophy (Classics Education) UNIVERSITY OF MALAWI AND UNIVERSITY OF ST ANDREWS FEBRUARY, 2016 DECLARATION I the undersigned hereby declare that this thesis is my own original work which has not been submitted to any other institution for similar purposes. Where other people’s work has been used acknowledgements have been made. STEVE EVANS MCRESTER TRINTA NYAMILANDU ________________________________________________________ Full Legal Name ____________________________________________________ Signature ______________________________________________________ Date CERTIFICATE OF APPROVAL The undersigned certify that this thesis represents the student’s own work and effort and has been submitted with our approval. Signature:_____________________________ Date: ________________________ Moira Chimombo, EdD (Professor), University of Malawi Main Supervisor (University of Malawi) Signature: _____________________________ Date: ________________________ Roger Rees, PhD (Reader) School of Classics, University of St. Andrews Main Supervisor (University of St. Andrews) .. DEDICATION I dedicate this work to: all those who teach Classics related subjects under challenging contexts and to them I say ‘ possunt quia posse videntur ’; to the memory of my late father Mcrester Trinta-Nyamilandu and to him I say ‘a farmer plants many trees whose fruits he will not see’ ( Agricola multas arbores serenat quarum fruges non adspiciet ). I also dedicate this work to my stoic mother, Patricia and my cheerful two girls and two boys. Most importantly, I dedicate this work to the memory of Professor Robert Ogilvie of the then School of Humanity, University of St. Andrews, Scotland, UK from whose feasibility study on Classical Studies in Malawi, this work has drawn great inspiration; and for me to have done this study at the same School of Classics, I do not consider it mere coincidence. Requiescat in pace. ACKNOWLEDGEMENTS I have been able to fully accomplish this work because I have benefitted immensely from the assistance of many people, not all of whom I can mention by name. I am particularly grateful to the following people: To my two very helpful joint- supervisors, Dr. Roger Rees (School of Classics, University of St. Andrews) and Professor Emerita Moira Chimombo (University of Malawi) for their high professional competencies in guiding me to this end. I will always cherish all those frank comments and frequent discussions and guidance regarding my studies. The nature of this study necessitated making contacts and meetings with people from various institutions, either for purposes of collecting data or seeking guidance. My profound gratitude go to the following: University of St. Andrews –Prof. Stephen Halliwell (ex-Head of School), Dr. Jason Konig (current Head of School), Dr. Sian Lewis, Dr. Rebecca Sweetman, Dr. Nikoletta Maniotti, Dr. Juan Coderch, Dr. Jon Coulston, Dr. Ralph Anderson, Mrs Irene Poulton, Mrs Margaret Goudie, Prof. Emeritus Adrian Gratwick (a contemporary of late Prof. Robert Ogilvie), fellow PGR students, Mr. Andrew Lang (of St. Leonards School, St. Andrews) and all staff; University of Glasgow – Dr. Luke Houghton, Dr. Ronald Knox and Mrs. Linda Knox; University of Edinburgh – Dr. Lucy Grig; University of Liverpool – Prof. Bruce Gibson; the Open University – Dr. Michael Chappell and Dr. Trevor Fear; University of Vermont – Prof. Mark Usher; University of Yale – Prof. Emily Greenwood; University of Peking, China – Prof. Raymond Hoffmann; University of Stellenbosch – Dr. Sjarlene Thom; University of South Africa (UNISA) – Prof. Philip Bosman, Dr. Martine de Marre, Dr. Richard Evans; for administrative work in terms of teaching or making provisions for me to collect data on Malawi secondary level Latin/Classics, I thank the following people: Fr. Dr. G. Buleya (former Secretary General of Episcopal Conference of Malawi), Fr. Chimwala, Fr. Chifukwa, Mr. Sengwa, Mr. Nangantani, Mr. Gondwe of National Archives, Fr. P. Mulomole, Fr. M. Chimbwanya, Fr. C. Kalawa, Fr. Nanyallo, Bro. G. Chatsira, Ms. Anissa Chitwanga and Mr. A.Goodson (Kamuzu Academy). I also treasure the contribution of my fellow Classics teaching staff during the period of data collection – Prof. J. Hoffmann, Mrs. E. Munthali, Mr. O. Kadzitche, Mr. A. Chimombo, and Mr. J. Ngalauka. This was a joint PhD study under Malawi-Scotland Partnership from which I received support from both the University of Malawi and the University of St. Andrews. I express my profound gratitude to the School of Classics for accepting my proposal and Dr. Roger Rees for accepting to supervise my studies whole-heartedly. My gratitude should also go to Dr. David Corner and Dr. David Hope Johnes who facilitated the link on the Scottish side. I thank the following people in Malawi for both coordinating and facilitating the link under sometimes challenging circumstances: Prof. Z. Kadzamira, Prof. C. Kamlongera, Dr. E. Sambo, and Prof. B. Uledi Kamanga. Finally, I acknowledge having benefitted from strong Divine intervention at every stage of this work. ABSTRACT The thesis of this study is that Classical studies at the University of Malawi, Chancellor College, has been taught with almost no reference to its African context, yet the Classical world, as Ogilvie (1979:2) observed ‘is far removed in time, geography, and philosophy from the world of Africa’. Classics in Malawi is currently taught as in the West, with which it has immediate ties, but if there are to be meaningful gains on the part of students learning Classics in Malawi, we need to contextualise its teaching. The purpose of this study was to identify ways in which Classics teaching at undergraduate level in Malawi might be strengthened in order to make the learning of Classics more meaningful and relevant to the Malawian context, by bridging the gaps between Classical Antiquity and African cultures. The comparative approaches explored will facilitate revision of the University of Malawi Classical Studies curriculum to fulfil the needs and interests of Malawians with the main purpose of contextualising Classical Studies in Malawi. The thesis consists of five chapters which deal with issues relating to Classics teaching in Malawi, namely: the evolution of Classical Studies in Malawi and its challenges; the need to change with the times; views of Latin/Classics teachers about Latin teaching at secondary level; attitudes and perceptions of undergraduate Classics students at Chancellor College to Classics, their perceptions about skills and Classics teaching in general; and views from Classicists from other universities on Classics teaching in general. The main comparative element in the thesis draws on analysis of similar issues in a wide variety of other institutions, including in the UK, the USA, Asia and Africa. vii Literature relating to Classics pedagogy and Comparative Education approaches, specifically Bereday’s Model, has been reviewed. In addition, Classical Reception theory and Social Constructivism theory, particularly with regard to pedagogy, have been surveyed. The study used purposive sampling. Five types of samples and their corresponding data capturing instruments were used, broken down in the following categories: two types of interviews (one involving Malawian Latin or Classics teachers at secondary level, and the other universities’ Classics lecturers); review of various documents of international universities’ Classics programmes; lecture observations for Classics; and student questionnaire interviews administered to University of Malawi Classics students. The research was a mixed-method design, combining both quantitative and qualitative data analysis, but overall, the study was more qualitative than quantitative. Quantitative data were analysed using descriptive statistics and qualitative data were analysed using the thematic analysis method. These analyses were followed by discussions of the findings of both quantitative and qualitative data. The major conclusions and implications of the study point to the need for a curriculum review of all Classics courses to ensure that Classics becomes more relevant in the Malawian context. viii TABLE OF CONTENTS ABSTRACT vii LIST OF TABLES .......................................................................................................xv LIST OF APPENDICES ........................................................................................... xvii CHAPTER ONE ............................................................................................................1
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