Which of the following did Owuor Anyumba, Taban Lo Liyong, and Ngugi wa Thiong'o object to in 1968?

A. The primacy of English literatures and cultures
B. The centrality of Africa in the Department of English
C. The primacy of orature in the syllabus
D. The focus on the study of the historic continuity of English literature

Choose the correct answer from the options given below:

Correct option is D

Explanation:
Owuor Anyumba, Taban Lo Liyong, and Ngugi wa Thiong'o, as part of their 1968 manifesto, criticized the Department of English at the University of Nairobi for its colonial orientation and the dominance of English literature and culture in its syllabus. They rejected:
The primacy of English literatures and cultures: They argued against privileging English literature over African literature and called for a decolonization of the curriculum.
The focus on the study of the historic continuity of English literature: They criticized the traditional canon-based focus on English literary history, which ignored African or postcolonial narratives.
Instead, they advocated for:
Centering African literature and oral traditions.
Recognizing orature as a legitimate and valuable form of literary expression.

Information Booster:
1968 Manifesto: This statement called for renaming the Department of English to the Department of Literature, emphasizing the inclusion of African oral and written traditions.
Ngugi wa Thiong'o: A prominent Kenyan writer and scholar, Ngugi transitioned from writing in English to Gikuyu, reflecting his commitment to decolonization.
Postcolonial Critique: The manifesto was part of a larger intellectual movement that questioned Eurocentric curricula in African universities.
Focus on Orature: Orature, or oral literature, was seen as central to African cultural and literary heritage, countering colonial dismissals of oral traditions.

Additional Knowledge:
Decolonization of Education: The manifesto aligned with broader postcolonial efforts to reclaim cultural and intellectual autonomy in Africa.
Critique of Canon Formation: Traditional English syllabi often excluded non-European texts, reinforcing colonial hierarchies of knowledge.
Modern Relevance: The manifesto’s ideas continue to influence curriculum reforms in postcolonial and global south contexts.
Taban Lo Liyong: Known for his provocative essays, Lo Liyong criticized the lack of African representation in literature departments.