METHODS OF EDUCATIONAL WORK IN THE PROCESS OF STUDYING ANTI-COLONIAL DISCOURSE IN UKRAINIAN LITERATURE CLASSES

Abstract

This article examines teaching methods that facilitate the understanding of anti-colonial discourse in Ukrainian literature lessons at secondary school level. The focus is on the possibilities for methodologically organising work with literary texts that address the issues of historical memory, the struggle for national identity, and the spiritual independence of the Ukrainian people. The research material comprises Ivan Bagryany’s novel ‘The Tiger Hunters’ and Pavlo Shikin’s contemporary prose work ‘The Dug Graves’, which demonstrate different temporal and ideological dimensions of anti-colonial literary thought.
The aim of the article is to identify contemporary teaching methods for the effective study of works of anti-colonial discourse in Ukrainian literature lessons, using the novels “The Tiger Hunters” by Ivan Bahrianyi and “TheDug Graves” by Pavlo Shykin as examples. The study analyses the potential applications of heuristic discussion, analysis and interpretation of what has been read, exploratory reading, role-play, discussion, the method of posing and solving problem questions, guided reading, comparative analysis and the method of reconstructing the content of a work. Particular attention is paid to practical examples of using these methods when working with specific literary texts.
The article demonstrates that combining different methodological approaches helps to stimulate pupils’ cognitive activity, develops their ability to analyse literary images and the ideological and thematic content of a work, and also helps them to consider a literary text within a broader historical and cultural context. The incorporation of anti-colonial discourse into the study of Ukrainian literature creates the conditions for the development of civic consciousness, an awareness of the significance of historical memory, and the cultivation of a critical attitude towards social processes.
The results of the study show that the systematic use of interactive and inquiry-based methods when analysing anti-colonial literary works helps pupils to gain a deeper understanding of the historical and cultural processes reflected in literature, and to develop a coherent worldview of the nation’s past and present. It also encourages learners to engage more actively with complex texts, fostering their ability to interpret underlying meanings and question dominant narratives. As a result, students become more capable of forming independent judgments and connecting literary analysis with broader social and historical contexts.