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

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.