Evaluating the Teaching of African Literature in Comparative Context at Federal Universities in the South East Zone

The teaching of African literature in comparative context at Nigerian federal universities is shaped by disciplinary traditions, staffing expertise, and curriculum inertia that have not been systematically evaluated across the South East geopolitical zone. This study evaluated the current practices, challenges, and opportunities for teaching African literature comparatively at the University of Nigeria Nsukka, Nnamdi Azikiwe University, and Michael Okpara University of Agriculture. A professional evaluation methodology combining analysis of available Comparative Literature and English department course schedules, structured interviews with 18 academic staff members, and a survey of 120 final-year students was employed. Evaluation dimensions covered the proportion of African texts on syllabi compared to other world literature regions, the availability of staff trained in comparative methodologies, student engagement with comparative reading, and departmental constraints on curriculum innovation. Results showed that African texts constituted only 41 percent of literature course content across the three institutions despite their locations in a region with rich literary heritage. Comparisons of African literature with other world literature traditions were explicitly structured in only 28 percent of surveyed courses. Staff identified insufficient comparative methodology training and inadequate library access to world literature texts as the primary barriers to expanding comparative practice. The study recommends dedicated comparative literature methodology training for literature staff, a regional inter-university world literature shared library resource, and revised curriculum guidelines placing African texts in explicit dialogue with global literary traditions.

Keywords: African literature teaching, comparative context, federal universities, South East Nigeria, curriculum evaluation