MAKING A CASE FOR WHY BOTSWANA PRIMARY SCHOOLS SHOULD EMBRACE VIOLENCE IN IKALANGA FOLKTALES

Abstract

Ikalanga folktales, particularly those of majabathu (ogres) and human narratives have generally
exhibited a fair amount of violence. This study examines forms of violence in Ikalanga folktales
focusing on how physical and verbal violence are depicted using Garver’s theory of violence
to classify the types found in five Ikalanga folktales. The findings show that physical and verbal
violence is pervasive. The article argues that the depiction of violence is necessary for the
pedagogy of the text and must not be viewed in isolation and provides insight into the structural
and ideological function of violence in Ikalanga folktales. Folktales have a useful purpose in
the formal education of a child, particularly since Botswana schools may soon offer mother
tongue instruction at Reception, Standard One and Standard Two levels.