The Portrayal of Education as a Double-Edged Sword in “Weep Not, Child“

The study aims to explore the dualistic portrayal of education in Ngũgĩ wa Thiong’o’s novel “Weep Not, Child†, where education is depicted both as a tool for liberation and a mechanism for systemic control. Employing a qualitative literary analysis methodology, the research delves into the narrative, character development, and thematic elements to unpack the complex relationship between education and the sociopolitical context of colonial Kenya. Findings reveal that education in “Weep Not, Child†is presented as a transformative force that enables characters like Njoroge to envision personal and societal progress. However, it simultaneously serves as a double-edged sword, perpetuating colonial ideologies and deepening existing social divides. The study highlights instances where education acts as a beacon of hope and instances where it reinforces subjugation and despair. Overall, the portrayal of education in the novel underscores its inherent contradictions, reflecting the conflicted realities of colonial Kenya. The implication of this research is significant for postcolonial studies, emphasizing the need to critically evaluate educational systems within historically oppressive contexts and to acknowledge their potential to both empower and control. This dual perspective advocates for an educational framework that not only promotes personal growth and societal advancement but also conscientiously addresses and dismantles structures of inequality and colonial imposition. Further, the study suggests a reevaluation of educational content and systems in post-colonial nations to ensure they serve as true instruments of freedom and development rather than perpetuating historical injustices.