In the light of #FeesMustFall, decolonisation has come to the fore in the South African higher education landscape. Decolonisation proposes the overthrow of entrenched European power relations in higher education and the study of fairy tales within a pre-service teaching degree in a university English curriculum provides an ideal opportunity for lecturers to challenge this dominance. All too often, cultural fairy tales are analysed and studied within the European trajectory of the structuralist/formalist classification tradition, often rendering the tale to an oversimplified outline which has been reduced to archetypes, motifs and memes which are universalised across cultures and texts. Epistemic awareness of Afrikology has been suggested as a way of facilitating the inclusion of Afrocentric thinking in the English curriculum and giving pre-service teachers a voice in their own learning. The purpose of this paper is to track the creation of context-relevant cultural capital in the writing of fairy tales. An analysis of the results shows that deep critical engagement with the cultural metaphors presented in fairy tales leads to the development of Afrocentric cultural capital that is highly contextualised and rooted in the language and customs of the cultural identity of the writers who transcoded the fairy tales.

中文翻译：

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移植童话：以非洲为中心

在#FeesMustFall的背景下，非殖民化在南非高等教育中脱颖而出。非殖民化提出了在欧洲高等教育中根深蒂固的欧洲权力关系的推翻，在大学英语课程的职前教育学位内研究童话故事为讲师挑战这一优势提供了理想的机会。人们常常在结构主义/形式主义分类传统的欧洲轨迹中对文化童话进行分析和研究，这常常使该童话的轮廓过分简化，已被简化为原型，主题和模因，在整个文化和文本中得到普遍体现。有人建议对非洲人学进行认识，以促进在英语课程中融入以非洲人为中心的思想，并为职前教师在自己的学习中发声。本文的目的是跟踪童话故事写作中与情境相关的文化资本的创造。对结果的分析表明，对童话故事中存在的文化隐喻的深入批判性参与导致了非洲中心文化资本的发展，该文化资本高度背景化，并植根于对童话进行转码的作家的文化身份的语言和习俗中。