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EFFECT OF NARRATOLOGY IN CHARACTER DEVELOPMENT: A CASE STUDY OF NADINE GORDIMA’S ‘’THE CONSERVATIONIST’’
1. Introduction
Narratology, the study of narrative structures and their influence on storytelling, plays a crucial role in shaping character development. Nadine Gordimer’s novel The Conservationist (1974) offers a rich field for examining how narrative techniques can impact character development within the context of South Africa’s political landscape during apartheid. The novel tells the story of Mehring, a wealthy white landowner, whose life is defined by the complex relationships he has with the land, people, and his own identity. Gordimer uses a combination of narrative techniques, including point of view, time manipulation, and fragmented storytelling, to explore themes of power, race, and guilt.
This research aims to explore how Gordimer’s use of narratological elements contributes to the construction and development of the protagonist’s character. By analyzing the narrative structure, focus will be placed on how narrative choices influence the reader’s perception of Mehring, his motivations, conflicts, and eventual transformation (or lack thereof).
2. Problem Statement
Nadine Gordimer’s The Conservationist intricately combines complex character development and political critique, with narrative techniques playing a significant role in both. However, the impact of narratological techniques on character development in this specific work has not been fully explored in existing academic discourse. This research seeks to fill this gap by providing a detailed analysis of how Gordimer’s manipulation of narrative elements shapes the development of Mehring and the way his character engages with the political and personal struggles surrounding him.
3. Research Objectives
To analyze the narratological techniques employed by Nadine Gordimer in The Conservationist.
To explore how these narrative techniques contribute to the development of Mehring’s character.
To examine the role of time, perspective, and narrative structure in influencing the reader’s perception of character and plot.
To understand how Gordimer’s narrative style reflects themes of power, race, and moral ambiguity in apartheid South Africa.
4. Research Questions
How do Gordimer’s narratological techniques (point of view, time, and narrative fragmentation) contribute to the development of the protagonist, Mehring?
How do these techniques shape the reader’s understanding of Mehring’s internal and external conflicts?
In what ways does Gordimer use narrative structure to comment on the political and social realities of apartheid South Africa?
How does the interplay of narrative techniques help establish the moral ambiguity of the character and his relationships with others in the novel?
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FACTORS AFFECTING TEACHING AND LEARNING ENGLISH LANGUAGE IN NIGERIAN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Different authors have tried to make an intensive review about the factors which are responsible for mass failure of students’ in English language at the secondary level across the country and beyond. Several researches on this topic were conducted in developing as well as developed countries. In developing countries some researcher showed that school factors were more important for students’ English achievement than family factors. Regarding Nigeria , there is no specific study on the issue. Therefore; further investigation is needed to determine which factors is responsible for mass failure of students in English language at the secondary level of Egor Local Government Area of Edo State, Nigeria.
In a study conducted by Hasan (2005) on the ‘‘English Language Curriculum at the Secondary Level in Nigeria He discovers 82% of rural and urban secondary school students complain that English is not sufficiently used in the class; with an average 68% of teachers admitting that they do not arrange the practice of the four skills (reading, writing, listening and speaking) of English language in the classroom.
Another survey shows that the trained teachers are more efficient than non-trained teachers at the secondary level of the English language in Nigeria (Johnson 2001). Moreover, Stephen Krashen (2002) hypothesizes the ‘affective filter’ that consists of various psychological factors, such as anxiety, motivation, and self-confidence which can strongly enhance or inhibit second language acquisition.
Snow (2004) advocates that students of any age, and in any culture will differ from one another in various intellectual and psychometric abilities. This is noticed in both general and specialized prior knowledge, in interest and motives and in personal styles of thought and work during learning. Furthermore, these differences often relate directly to differences in students learning progress.
Malaka (2001) has explored the motivational problems in teaching-learning English as a secondary language at high school level with a particular reference at standards in Nigeria. Rashid (2005) carries out research on the strategies to overcome communication difficulties in the target language situation of Edo State, Nigeria. He found that some distinctive new features have emerged as to the difficulties and the possible use of strategies in the communication of target language. The majority of the interviewees (85%) admitted that a great deal of anxiety; hesitation and inhibition, play a negative role among those who are not relatively fluent in English conversation.
Wilkins (2004) points out that a teacher is an important variable in foreign language situations, and teacher’s skill, and personalities are instrumental in creating the conditions for learning a language. Gardner (2005) proposes that second language acquisition is ‘truly a socio-psychological phenomenon. It is concerned with the development of communication skills between an individual and members of another cultural community. Krashen (2002) contends that learners with high motivation, self-confidence, self-efficacy, a good self-image, and a low level of anxiety are well equipped for success in second language acquisition. Gardner and Lambert (2002) have emphasized the significance of studying each language-learning setting in its own right, and thereby suggested that the configuration of variables obtained from one setting will not be necessarily valid in another setting. For example, the South Asian learners learn English for historical, political, social and cultural reasons, which are radically different from those of South-East Asian or African learners.
Jayanthi (2002) observes the classroom interaction of the higher secondary students in Punjab. Her study reveals that the factors like smartness of the students, shyness, evaluative capacity, commitment, psychological conditions, observation of world knowledge, time factors, interactional awareness, interaction with text, etc., play a very important role over the effective and efficient interactions of the students.
The role of English in Nigeria is characterized by a multipurpose functionality. For instance, English has been used for years and for different purposes, i.e. medium of instruction in the higher educational institutions, mode of communication beyond the country, Supreme Court language, and gradually it is becoming part of the socio-cultural system.
Walberg’s (2004) theory of educational productivity requires nine factors to increase students’ achievement of cognitive and affective outcomes. These factors are (a) student aptitude variables or prior achievement, (b) Age, (c) Motivation or self-concept as on learning a task; the instructional variables of (d) Quality of instruction (e) Quality of instructional experience (f) Home environment (g) Classroom or school environment (h) Peer group environment, and (I)Mass media (especially Television). There is no exclusive study on this specific issue (factors affecting students’ English achievement at secondary level in Egor Local Government Area of Edo State). Therefore, it is important to conduct research in the two sub-districts, sub-urban and in the rural areas on the basis of reality of students, English teachers’, school principals, guardians, community members and education officers, at secondary level in Nigeria.
English language is a language of communication in Nigerian society. It is a language of medium instructions, as a Lingual Franca, useful in all facets of lives in Nigeria. English as a second language is useful between the encoder and decoders. It is a language meant for a medium of communication by instructors (teachers) in the school. English is a compulsory subject to be taken to qualify students to enter the universities, and to pass WASSCE NECO, NABTEB and other public examinations. English carries our major instruments of communication in various ministries, parastatals, universities, business centre, cyber café, embassies, airports, seaports, and in our major highways. Without English language it would have been difficult for an average Nigerians to exists and interacts with the rest and outside worlds. The original owners of English language were the natives of Britains or United Kingdom which comprises of Wales in Queen Elizabeth, domain, Scotland among the Scotish, North Ireland and among the English people of England. English language gradually became an international language through the act of colonization of British in an attempt to explore the whole worlds. All the English speaking countries should belong to the Anglophone countries of which Nigeria. Ghana, India, USA , Egypt,, south Africa are member. As a result of this English language has gradually become a major language of instruction by all and sundry. Gradually, English has became a lingual France, a medium of communication to both the rich and the poor, the affluence and downtroders in our society. As a second language learner most Nigerian faces major problems in speaking and writing English language, because they could not speak and write like the Native speakers. Many of our indigenous languages has now being assimilated into the study of English language in our day to day activities.
1.2 STATEMENT OF THE PROBLEM
Nigeria has unified educational system. However, it has diversity in the local areas in terms of religion, culture, socio-economic conditions etc. Nigeria has had a long period of academic attachment to English to the acquisition of English as a second language. Against such a background, however, it is generally agreed that the standard of competency of our learners in English is not satisfactory in comparison to the time they expend in learning the language. Huq (2006) in this regard observes, despite the considerable amount of time devoted to English instruction, the general proficiency and achievement of the majority of the students graduating from secondary schools is unsatisfactory and disproportionately low. it has been observed that the performance of students in English Language in public examinations such as WAEC and NECO have been amongst the lowest score compared with other fundamental subjects. Among the failures, about 90% fail the English section (Nigeria Education Statistical Book, 2005).
PURPOSE OF THE STUDY
The main objectives of this study are to:
i. Find out the factors responsible for mass failure of students in English language in Egor Local Government Area.
ii. Find out the ways of improving the performance of students in English language among secondary school in Egor Local Government Area of Edo State.
SIGNIFICANCE OF THE STUDY
The knowledge of English is more critical as well as important in the context of the global marketplace, the knowledge of society and in the age of digital information technology. Dr. Mohamamad Farashuddin (2011), said, ‘‘proficiency in English is a must for the nation to abolish poverty, hunger, disease, illiteracy and indignity.’’ This research is aimed at making contributions towards the quality improvements of English education in secondary schools in Nigeria. By clarifying the factors that influence students’ English achievement, this study attempts to suggest a way of how to improve achievement and effective policy input.
The results of this study can be used for a variety of purposes. Principally, it will help teacher-trainers, educational administrators, policy makers, researchers and teachers in Nigeria to identify the factors likely to increase students’ English achievement. Here, this study will try to point out some areas where steps may be taken to promote English teaching and learning conditions in Nigeria, encompassing the secondary-level students, rural as well as suburban .
RESEARCH QUESTIONS
What are the factors affecting students’ performance in English language at the secondary levels of Egor Local Government Area of Edo State?
What is the actual situation of students’ English achievement at the secondary level in Egor Local Government Area of Edo State?
Which policy inputs are useful in improving students’ English achievement in Egor Local Government Area?
SCOPE OF THE STUDY
The study is delimited to five secondary schools in Egor Local Government Area of Edo State. The teachers and students in the research study are representative sample for the study in the study area.
1.8 DEFINITION OF TERMS
Factors: A circumstance, fact, or influence that contributes to a result.
Achievement: A thing done successfully with effort, skill, or courage.
Cognition: Has to do with how a person understands and acts in the world. It is the set of abilities or processes that are part of nearly every human action.
Cognitive abilities are brain-based skills we need to carry out any task from the simplest to the most complex.
Affective: Denoting or relating to mental disorders in which disturbance of mood is the primary symptom.
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ENGLISH AND LITERARY STUDIES RESEARCH TOPICS
1. Exploring the Theme of Identity in Postcolonial Literature
2. Feminist Critique of Classic Literature: A Comparative Study
3. The Influence of Shakespearean Themes in Modern Literature
4. Postmodernist Elements in Contemporary Poetry
5. The Portrayal of Mental Health in 20th-century Literature
6. Eco-Criticism: Examining Nature in Literature
7. Language Variation in Dystopian Fiction
8. The Role of Folklore in African Literature
9. Comparative Analysis of Magical Realism in Latin American Literature
10. Narrative Techniques in the Novels of Toni Morrison
11. The Depiction of War and Trauma in War Literature
12. Exploring Regional Dialects in American Literature
13. The Use of Mythology in Modern Fantasy Literature
14. The Representation of LGBTQ+ Characters in Contemporary Fiction
15. Cross-Cultural Influences in Asian-American Literature
16. Examining Existential Themes in 20th-century Poetry
17. Postcolonial Perspectives in Caribbean Literature
18. The Evolution of Detective Fiction: From Sherlock Holmes to Modern Crime Novels
19. Satire and Social Critique in Contemporary Comedy
20. Exploring the Gothic Tradition in 21st-century Literature
21. The Influence of Jazz and Blues in African American Literature
22. Folklore and Cultural Identity in Indigenous Literature
23. Dystopian Elements in Young Adult Literature
24. The Representation of Women in Pre-Modern Literature
25. Postcolonial Perspectives in South Asian Literature
26. Comparative Analysis of Autobiographical Narratives
27. The Impact of War on Literature: A Comparative Study
28. Intersections of Science and Literature in Speculative Fiction
29. The Representation of Disability in Literature
30. African Oral Traditions: The Transition to Written Literature
31. The Evolution of the Bildungsroman Genre
32. The Depiction of Madness in Literature: A Comparative Analysis
33. Exploring Surrealism in Modern Poetry
34. Diaspora and Displacement in Migrant Literature
35. The Influence of Greek Mythology on Western Literature
36. Literary Representations of Cultural Revolutions
37. Digital Literature and the Future of Storytelling
38. The Role of Literature in Environmental Activism
39. Examining Linguistic Innovation in Experimental Literature
40. The Representation of War in Graphic Novels
41. Comparative Analysis of Science Fiction and Fantasy Genres
42. Exploring the Literature of the Harlem Renaissance
43. The Influence of Magical Realism in Hispanic Literature
44. Postcolonial Perspectives in Pacific Islander Literature
45. The Depiction of Technology in Contemporary Science Fiction
46. Literary Criticism of the Beat Generation
47. The Evolution of the Heroic Journey in Literature
48. Narrative Techniques in Modernist Literature
49. The Representation of Social Class in Victorian Literature
50. Postcolonial Perspectives in Middle Eastern Literature
51. The Influence of Film Noir on Detective Fiction
52. The Evolution of the Epistolary Novel
53. Exploring Gender and Sexuality in Modern Drama
54. Literary Representations of the American Dream
55. Postcolonial Perspectives in Australian Literature
56. Comparative Analysis of Tragedy in Classical and Modern Literature
57. The Representation of Mythical Creatures in Fantasy Literature
58. Postmodernist Elements in Contemporary Drama
59. The Impact of Transnationalism on Global Literature
60. Feminist Critique of Fairy Tales: A Comparative Study
61. The Depiction of Aging in Literature
62. Examining Regionalism in Southern Literature
63. Postcolonial Perspectives in Caribbean Poetry
64. The Evolution of the Detective in Crime Fiction
65. Narrative Techniques in Latin American Short Stories
66. The Representation of Time Travel in Science Fiction Literature
67. Postcolonial Perspectives in Canadian Literature
68. Comparative Analysis of Comedy in Classical and Modern Theatre
69. The Influence of Surrealism in Hispanic Poetry
70. The Depiction of Mental Illness in Contemporary Literature
71. Exploring the Literature of the Civil Rights Movement
72. Postcolonial Perspectives in New Zealand Literature
73. The Evolution of the Antihero in Modern Literature
74. Narrative Techniques in Indigenous Oral Storytelling
75. The Representation of Dreams in Literature: A Psychoanalytic Approach
76. Postmodernist Elements in Contemporary Short Stories
77. Comparative Analysis of Feminist Poetry Movements
78. The Influence of the Harlem Renaissance on Jazz Poetry
79. Literary Representations of Cybernetics and Artificial Intelligence
80. Postcolonial Perspectives in African Poetry
81. The Evolution of the Tragic Hero in Literature
82. The Influence of Folk Music in American Literature
83. Exploring Surrealism in Contemporary Art and Literature
84. The Representation of Indigenous Wisdom in Literature
85. Postcolonial Perspectives in Indian Poetry
86. Comparative Analysis of Satirical Writing in Different Cultures
87. The Depiction of Aging in Hispanic Literature
88. Narrative Techniques in South Asian Short Stories
89. Postmodernist Elements in Contemporary Essays
90. The Representation of Dreams in Hispanic Literature: A Psychoanalytic Approach
91. Comparative Analysis of Caribbean and African Diasporic Literature
92. The Influence of Transcendentalism in American Literature
93. Exploring the Literature of the Mexican Revolution
94. Postcolonial Perspectives in Irish Literature
95. The Representation of Folklore in Contemporary Fantasy Literature
96. Comparative Analysis of Magical Realism in African Literature
97. The Evolution of the Femme Fatale in Literature
98. The Influence of Folktales in Contemporary Children’s Literature
99. Postcolonial Perspectives in Latin American Poetry
100. The Representation of Artificial Intelligence in Contemporary Science Fiction
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CLASS STRATIFICATION, POVERTY AND SOCIAL INJUSTICE (A CRITICAL ANALYSIS OF FESTUS IYAYI’S VIOLENCE AND OLU OBAFEMI WHEELS)
ABSTRACT
This study is set out to analysis the issues of poverty, class stratification and social injustice in Olu Obafemi’s Wheels and Festus Iyayi’s Violence. The purpose is to enlighten Africans on the need to fight against all forms of social injustice. The Marxist theory is adopted for the analysis of this study. The result is that the quest for a classless society is the only way for a better living.
TABLE OF CONTENTS
ABSTRACT
CHAPTER ONE
1.0 Introduction
1.1 Statement of Research Problem
1.2 Purpose of the Study
1.3 Scope and Limitation
1.4 Justification
1.5 Research Methodology
1.6 Authors’ Background
CHAPTER TWO
2.0 Literature Review
CHAPTER THREE
POVERTY, CLASS STRATIFICATION AND SOCIAL
INJUSTICE IN OLU OBAFEMI’S WHEELS
CHAPTER FOUR
POVERTY, CLASS STRATIFICATION AND SOCIAL
INJUSTICE IN FESTUS IYAYI’S VIOLENCE
CHAPTER FIVE
5.0 FINDINGS, SUMMARY AND CONCLUSION
CHAPTER ONE
1.0 INTRODUCTION
A writer is supposed to perform certain duties to the upliftment of his society. Perhaps this accounts for various roles that both writers and critics have ascribed to modern African writers. Ngugi says:
I believe that Africa intellectual must align themselves with the struggle national idea… perhaps in a small way, the African writer can help in articulating the feelings behind this struggle. (Ngugi, 1975:50)
Nigerian writers have pursued different themes amongst which are cross-cultural conflicts, the African past, corruption in politics, social injustice, which also include; poverty, exploitation, oppression, marginalization, class struggle and class stratification. Achebe argues that the novel is a:
Form of fiction has seized the imagination of many African writers and they will use it according to their differing abilities, sensibilities and vision without seeking anyone’s permission. I believe it will grow and prosper. I believe it has great future. (Achebe, 1981:54)
Apparently, the events of the Nigerian political system have caused Nigerian writing to shift in themes. Therefore, a writer who tries to avoid the big social and political issues of contemporary African society will end up completely irrelevant because his work would have no impact on the people and society.
Such work becomes irrelevant like the writer himself to the society and the people because he has failed to address any of the important issues at stake. Therefore art should not just be for the purpose of exploring its beauty just as the formalist school of thought posits. It should contemplate the society and expose the ills in the society and as well define a solution for these ills just as the Marxist would argue.
The Marxist concern emerges out of the need to find a lasting solution to class stratification and a society free of oppression. Fortunately, this quest is not in vain as a good number of writers in Africa are involved in various ways in the struggle for the negation of the neo-colonialism and the alienating effect of capitalist lordship in African countries. Among these African writers are Olu Obafemi and Festus Iyayi. Olu Obafemi uses his novel Wheels to mirror the society and as well fight for the cause of the poor, just as Festus Iyayi has done in his novel Violence. He uses his protagonist Idemudia to narrate the plight of the poor who suffer from social injustice and are placed in the lower cadre of the society.
Marxism, like every other modern theory of writing is universal and since it can be used in quest of freeing the society from corrupt practices, Africans should then, not be left out as the decisive development of African literature. Marxism consists of the rise of a tradition of radical thinking in general, and with strongest ideological alignment.
At the level of general theory of development in question, it is a vindication of the generalization that in a class society, literary movements are inevitable, if not automatic outgrowth of class society and political directions.
1.1 Statement of Research Problem
Every research work poses as a problem that needs to be resolved, which bring about the questions as to how these problems that arises will be solved. The sole aim of the researcher is to find answers that will best solve these problems. Therefore this research will by the end have answered questions like:
What is Marxism?
How has the gap between the rich and the poor evolved?
What is poverty and class stratification and why is it regarded as social injustice?
In an attempt to provide appropriate answers to these questions the researcher will carry out thorough investigations on the Marxist theory thereby making references to the work of other researchers and scholars who have worked on Marxism. Also the works of Festus Iyayi and Olu Obafemi, as earlier stated, will be used as well.
1.2 Purpose of Study
The purpose of this study is to shed more light on the issues of class stratification, social injustice, and poverty and how African writers like Olu Obafemi, Festus Iyayi, Ayi Kwei Armah, Isidore Okpewho, Ngugi wa Thiong’o have used literature as a tool for the eradication of poverty and to breach the gap between the rich and the poor.
Also, in the light of these issues been faced in Africa, the aim of this study is to also bring to the reader’s notice the importance of fighting to get out of poverty in a dignifying manner and not allowing the oppression and exploitation of the bourgeois just as Festus Iyayi uses the character, Idemudia, in Violence to explain this, as well as how Olu Obafemi explores these issues in Wheels.
1.3 Scope and Limitation of Study
The major preoccupation of this study is to bring to limelight the issues of class stratification, social injustice and the eradication of poverty in the African society and how African literary writers have been able to expose these ills with the intention of eradicating it from the society. In order to achieve this, the research work shall be limited to using Festus Iyayi’s Violence and Olu Obafemi’s Wheels as the data for the analysis of these issues.
1.4 Justification
Many scholars and writers have examined class stratification as a component of social stratification, perhaps, why it exists. Also ‘poverty’ has been examined as one of the major issues in Africa and how it has become difficult to eradicate.
Though scholars and writers have examined these motifs, sometimes as a single entity and at other times collectively, readers don’t yet seem to understand that poverty is what leads to class stratification and social injustice. That is what Obafemi and Iyayi pointed out in their novels, Wheels and Violence.
These novels were the primary sources of reference as they capture the political experiences of the people. Both novelists unfold the nature of the instruments of power which were meant for effective governance is misused on the governed especially the poor.
1.5 Research Methodology
The methodology approach to be used for the effective analysis of this study is the Marxist theory. This is because the Marxist theorist view the society (especially capitalist society) as politically locked down and hold the freedom of the people. They portray the suffering of the masses in their literary texts and form their analysis and view point, that the masses suffer as a result of corruption and stratification which our leaders seem to always follow.
As most literary texts written now discuss more on the political state of a society and how political climate affects the economic structure of the society, which is depreciating as a result of class stratification, poverty and social injustice, the best approach pays more attention to the exploitation, the oppressed and stratified and explains the labour complexities been faced, which is the Marxist theory.
The use of Marxist approach is justified as the two novelists whose work shall be used as the data for analysis share the same ideological approach which is Marxism.
1.6 FESTUS IYAYI ‘S BACKGROUND
Festus Iyayi, born 1947, in Benin City is a Nigerian writer known for his radical and sometimes tough stance on social and political issues. Iyayi employs a radical style of writing, depicting the socio-political and environmental system in which both the rich and poor live.
He was born in Edo state, Nigeria. His family was from a humble background, but instilled in him strong moral lessons about life. Iyayi started his education at Annunciation Catholic College in the old Bendel state popularly known as ACC. On graduation in 1966; and in 1967 he went to Government College Ughelli, graduating in 1968. In that same year he became a zonal winner in a Kennedy Essay competition organise by the United States Embassy in Nigeria. He left the shores of Nigeria to pursue his higher education, obtaining M.Sc in Industrial Economics from the Kiev institute of Economics, in the former USSR and then his PhD from the University of Bradford, England. In 1980, he came back to Benin and became a lecturer in the Department of Business Administration at the university, he became interested in radical social issues, and a few years after his employment, He became the president of the local branch of the Academic staff union of universities (ASUU), a radical unionist known for his upfront style on academic and national issues. He rose to the position of president of the national organisation of ASUU in 1986, but in 1988, the union was briefly banned and Iyayi was detained. In that same year he won the commonwealth prize for Literature for his book Heroes. He was later removed from his faculty position. Today, Iyayi is a member of different Nigeria literary organisations and works in the private sector as a consultant.
His creative include Violence (1979), The Contract (1982), Heroes (1986), Awaiting Court Material, (1996).
1.7 OLU OBAFEMI ‘S BACKGROUND
Olu Obafemi was born on April 4, 1950 in Akutupa-Bunu, Kogi State, Nigeria. He read English at the Ahmadu Bello University Zaria. He is a Professor of English and dramatic literature in the University of Ilorin, Ilorin, Nigeria. He teaches literary criticism, theory and creative writing in the university. He is a dramatist, poet, novelist a foremost Nigerian scholar. Many of his published plays have been performed to audiences in Nigerian and to African and international audiences in Kenya, Cameroon, England and the United States.
Obafemi has won many academic fellowships and awards. He was awarded the DAAD study visit to the University of Bayreuth, Germany in 1993, 1994 and 1995. He was resident, and Professor of English in Tennessee University of Technology, USA from February to March, 2005. Professor Obafemi is a fellow of Association of Nigerian Authors (ANA) as well as a fellow of the Nigeria Academy of Letters.
Obafemi has produced over thirty plays through his university based theatre outfit, Ajon Players and the university theatre workshop in Leeds. Some of his plays are Nights of a Mystical, Beast, Suicide Syndrome, Naira Has No Gender and Dark Times are over. He is also the author of Songs of Hope, a collection of poems, and a novel titled Wheels. His scholarly works include Nigerian Writers and the Nigerian Civil War and Contemporary Nigerian Theatre.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420