Work

Unlocking the power of autobiographical memory: Exploring its potential in enhancing teaching and learning in African contexts

Year: 2025

Type: article

Abstract: This paper focuses on autobiographical memory. The focus of this paper is to encourage African learners to use autobiographical memory in a classroom setting to write stories and short autobiographies that contribute to their own development, the development of IsiXhosa writing, and revival of the stories of Xhosa learners. This paper also depicts that creative work of African learners could emerge from one’s autobiographical memory work. Encouraging ‘autobiographical memory’ enable remembering the histories of African people in South Africa. This study uses the qualitative research design to explore the potential of autobiographical memory in enhancing teaching and learning in African contexts. The sample is made up of three Xhosa literature books from renowned authors such as Peter Tshobiso Mtuze, Sindiwe Magona, Archibald Campbell Mzolisa Jordan. Key findings from the study show that autobiographical memory helps in preserving culture, challenges colonial histories, and enhances education. The research confirms that the integration of memory-based storytelling into African classrooms will strengthen learning, self-awareness, and cultural knowledge.

Source: International Journal of Research in Business and Social Science (2147-4478)

DOI: 10.20525/ijrbs.v14i5.4102

Author: Andiswa Mvanyashe

Institution: Nelson Mandela University

Language: English

Topic: Autobiographical and Biographical Writing

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $129