What is the intended purpose of the Atlantic Reader Series?

Feb 08, 2022 Letters

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Dear Editor,

Kaieteur News – I have read various letters from members of the public, mostly critical in nature and published in the newspapers about the content of the Atlantic Reader Series. I am left wondering about the intention of the Ministry of Education in creating these books; are they to help students develop better reading skills and improve their grammar and pronunciation and/or to teach children about the cultures and religions of the various ethnic groups in Guyana? Are they to be used during the English Language/Literacy period or to aid in the teaching of Social Studies?
Due to the continued imposition of religion and favouring of the cultures of particular ethnic groups in the public school system, which is taxpayer funded and operate in a so-called secular state the Ministry of Education has created controversy for itself. An academic text to help young, impressionable students improve their English Language skills should focus on the ‘academic’ aspect of learning a language and present every day, ordinary situations such as going to the market, doing chores and playing with friends; situations that do not involve God(s), religious festivals and cultural practices of just one or two ethnic groups especially given that Guyana is a multicultural and multi-ethnic country that brands itself as a Land of Six Races.
Editor, I believe that if the Ministry of Education (MoE) wants to teach children about religion and culture then it should prepare books about Guyana and her people where the cultures and religions of all ethnic groups in Guyana are addressed and representatives from all ethnic groups who are knowledgeable about the culture and religion of that group should be consulted so as to avoid situations where persons may feel that their ethnic group has been marginalised.
After reading the published criticisms I decided to look at one book, the Atlantic Reader Book One. It mentions praying, Easter, Christmas (religious aspect) and Phagwah. Does everyone pray and can all children relate to the religious aspect of Christmas? And what about children from other religions whose religious holidays are not mentioned and these children have not been taught about Jesus and Christianity by their parents? There is a commercial aspect to Christmas involving Santa Claus that most children can relate to and the flying of kites for Easter.
Also, Phagwah is mentioned, did the MoE consult with any Hindu religious leader to get a proper understanding of this holiday? I have read criticisms about the description given in the book. And what about persons of Chinese ancestry, Muslims and Amerindians? Guyanese society is not homogeneous but diverse.
Some of the criticisms from the various writers I do not agree with and I offer my own opinions. One writer feels that the children and elders are ‘deraced’, however, there are many ‘cartoon drawings’ of dark-skinned characters. And is the lack of Indian names for family members such as ‘ajee’ and ‘aja’ such a big deal? These terms are mostly used in Indo-Guyanese homes and children are taught these Hindi names by their parents and other relatives. For an English Language text while it could have been included is it compulsory?
Regarding the views about Mashramani, a national celebration being ‘vulgar’ with skimpily clad persons gyrating on each other while this may not be everyone’s cup of tea adults do have the democratic right to celebrate however they see fit including wearing skimpy clothing and ‘wining’. The concepts of modesty and vulgarity are very subjective and differ depending on the individual. If we recognise that there exists individuality then we recognise the right of persons to behave ‘immodestly’ as long as they are not breaking any laws in secular Guyana, do we actually have the authority to tell adults how to dress and not to ‘wine’ or gyrate in a sexually suggestive manner at a celebration that has a carnival like atmosphere?
Parents on the other hand do have control over their children and have the authority to raise them however they see fit regarding morals, proper behaviour and conduct. I personally feel that the Mashramani celebrations offer a mixture of activities and the Ministry of Education does host a number of appropriate ‘Mash week’ activities targeting children that are beautiful, culturally rich and diverse; modest and inclusive. I believe that these activities are usually broadcasted on television.
Another criticism levied against the Reader was the depiction of a woman breastfeeding her child. I see absolutely nothing wrong with children seeing a woman breastfeeding her child, in fact, in Guyana especially in the rural parts not breast feeding one’s child but using a bottle is frown upon. The human body is normal and natural, there is nothing obscene about it. Children should learn about body parts and their functions; and learn to see it as normal, not everything is about sex. The female body is not just for sexual objectification and gratification but gives and nurture life. Also, the way the human form is viewed differs, what is art and beauty for some is porn for others depending on the culture; ideas about modesty of the human form is not concrete. I personally find nothing offensive about teaching or showing children human body parts in non-sexual situations as a part of academic learning.
However, there are aspects to the Reader series that I feel invited criticisms because it was poorly prepared. The Reader failed at giving sufficient representation to children of all ethnic groups in Guyana and local dishes/foods that are staples in most Guyanese homes that the majority of children in the public school system can relate to. However, regarding religious and cultural practices I feel that the great responsibility of passing down traditions and teachings on religious and cultural practices of particular ethnic groups in multicultural Guyana including ancestral languages fall primarily on the parents, other relatives, religious institutions if children are allowed to attend these and the community with of course the parents’ consent.
The school system does facilitate students to some extent by hosting culture days, allowing culture/religious clubs and the hosting of concerts and other activities linked to particular religious and national holidays where children learn about the cultures of each other. Also, in some subjects such as Social Studies children do learn about Guyanese society and the various ethnic groups including their food, dress, culture and religious observances but the primary goal of the public school should be the teaching of academic subjects, learning of skills and the rounded development of children through socialisation and extracurricular activities such as sports so that they can move on to higher education and/or gain employment to become economically independent individuals who can contribute meaningfully to society.
Editor, it is my opinion that the Series should not be recalled, this would be a waste of taxpayers’ money. Apart from the criticisms regarding the poor representation of culture and the various ethnic groups; names of Guyanese children and local food; the favouring of a particular religion and ethnic group etc., the texts as academic books would aid children in bettering their reading skills, spelling and grammar. The controversy surrounding the texts should be used as a learning experience for the MoE in the preparation of future text books for Guyanese children. Also, it should consider consulting with a more diverse group and really think about the purpose of the texts, subject area, audience, inclusivity and diversity.
Yours faithfully,
Narissa Deokarran

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