In a move to promote literary works and inculcate positive values in students, the Federal Capital Territory (FCT) education authority has approved the play “Broken Girds” by Stephen Ozor for use in all public and private secondary schools within the territory. The play, published by the FCT Education Resource Centre, has been designated as the main drama text for Junior Secondary 3 (JS3) students.
“Broken Girds” tells the story of Eric, a young man who overcomes adversity and grows into a successful and influential figure, despite the machinations of his uncle Ken, who denies him his rightful inheritance and seeks to eliminate him after the death of Eric’s parents. The play explores themes of resilience, hard work, forgiveness, and the triumph of good over evil. According to Ozor, who is also known as MC Frank Ozor, the character of Eric serves as a model for young people, encouraging them to embrace hard work, shun criminal tendencies, and cultivate a sense of maturity and enterprise. The play’s central message revolves around the power of forgiveness and the importance of breaking free from the shackles of bitterness and resentment.
The approval of “Broken Girds” for the FCT secondary school curriculum is a testament to the territory’s commitment to promoting literary works and using the arts as a vehicle for imparting valuable life lessons to students. By incorporating the play into the curriculum, the education authority aims to engage students with thought-provoking narratives that not only entertain but also impart moral and ethical values.
Ozor, a multi-talented individual with a background in civil engineering, journalism, public speaking, and mental healthcare, brings a unique perspective to his literary endeavors. His diverse experiences and expertise have enabled him to craft a compelling narrative that resonates with readers and audiences across various age groups and backgrounds.
The inclusion of “Broken Girds” in the FCT secondary school curriculum is expected to foster a love for literature and drama among students, while also providing them with a platform to explore complex themes and engage in critical thinking. Through the play’s compelling storyline and relatable characters, students will have the opportunity to grapple with moral dilemmas, examine the consequences of actions, and learn valuable lessons about resilience, forgiveness, and the pursuit of justice.
Moreover, the play’s approval aligns with the broader goals of the FCT education system, which emphasizes the importance of holistic development and the integration of arts, culture, and literature into the learning experience. By exposing students to diverse literary works and artistic expressions, the territory aims to nurture well-rounded individuals who not only excel academically but also possess a deep appreciation for the arts and cultural heritage.
As “Broken Girds” takes its place in FCT secondary school classrooms, educators and parents alike anticipate its potential to inspire and shape the minds of young students, instilling in them the values of perseverance, ethical conduct, and the ability to navigate life’s challenges with grace and wisdom.
