Language, Narrative and Cultural Identity in “Decolonising the Mind” and “The Novelist as Teacher”

Abstract

Aims: This paper critically analyses the ideas presented in Ngugi wa Thiong’o’s Decolonising the Mind and Chinua Achebe’s The Novelist as Teacher, which focuses on how both writers explore language and cultural identity to colonial influence. This clearly explains how colonial language policies affected African identity and how literature became a tool for the writers to reclaim cultural pride.

Methodology and Approaches: This study follows close reading of both essays, examining themes such as language, cultural preservation and resistance. It also includes comparative literary perspectives to understand how Achebe and Ngugi connect literature and language with cultural restoration and social responsibility.

Outcomes: This critical analysis deepens the understanding of the role of language and culture in shaping African identity during the postcolonial period. It emphasis on how reclaiming one’s native language contributes to psychological liberation and cultural continuity.

Conclusion and Suggestions: The study concludes that both Ngugi and Achebe view literature and language as a powerful tool for cultural resistance. While Ngugi focuses on linguistic decolonisation, Achebe uses the coloniser’s language to correct historical misrepresentations. Future researchers may extend their research on how modern African writers continue resisting cultural erasure through literature, films, media, and educational reforms.