In Nervous Conditions, we see the
pedestal that education is put on, but it is only seen as a male opportunity and
obligation. Babamukuru specifies this, “we need to ensure that at least one
member from each is educated, at least to Form Four standard, because after
that he will be in a position to take a course”(44). The emphasis is put on he, thus only affording males the right
to be praised and put in positions of power. Babamukuru’s homecoming shows the
extent that his family praises him as they refer to him as God and kneel in his
presence.
The relationship between Babamukuru
and the rest of the village reminds me of colonialism, where European ideology
of non-western cultures contribute to intraracial dynamics. Babamukuru comes
back from England with concerns and expectations of his people on how to
achieve success in their lives, as he sees education is the only way to obtain success.
Interestingly enough, when Jeremiah suggests that everyone graduates,
Babamukuru is quick to shut him down, “that is not a useful contribution. We
must look for useful solutions. We cannot afford to dream”(45) Babamukuru
represented two colonial aspects: the disregard for native thoughts/opinions and
the justification of biases. In the one breath, Babamukuru solidified the
hierarchy of education by denouncing his brother’s statement and attributing
the want of education for all as a dream. We see the effects of euro-centric
ideology with Nhamo and his distancing himself from his native ways and we see
Tambu struggle with not succumbing to English influences.
Much like the colonial pressure of educating "primitive people", Babamukuru's intentions establishes values of classism and the detachment of native practices and traditions. Education is important, but is it the answer for all cultures? Can it be implemented in ways that do not establish hierarchies and social statuses?
When reading Nervous Conditions, I too felt the tension between the culture found in the narrator’s hometown, and the western culture brought by Babamukuru. It was interesting to see this tension acknowledged and felt by the narrator once she had left to live at the missionary, and also when she lived on the homestead and noticed her brother, and cousins changing after they left. Education, as you mentioned, seems deeply tied in with this tension. The education received at the missionary is a western one. Though the narrator remains vague about the specifics she is learning (apart from her reading), it can be assumed that she is not learning about her hometown’s history, agriculture, or livestock. And even if she was presented with those topics, they would be taught to her by almost entirely white missionary teachers, and thus through a western lens. The narrator comes to value education on her own, and in doing so values western ideologies. This brings up an important question of identity that I felt strongly pervaded the entire text. How is she able to grow up with a western education in an eastern world? How does she come to terms with these racial divides put in place. After leaving her hometown her mother notices her change, just as she herself noticed her brother and cousins change once they left. The narrator discusses children at the missionary who are white but taught with the black children; she wonders how they live in this strange world. Further, the narrator’s own cousin laments her parents’ choices in bringing her to England and then taking her back to their hometown. She calls herself a “hybrid” and questions how she is supposed to live. This is an extremely tense identity “crisis,” that at its crux, seems to arise out of this promotion of western education. Very interesting indeed to think about the effects!
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