Journeying home, exile and transnationalism in Noni Jabavu and Sisonke Msimang’s memoirs
- Authors: Masola, Athambile
- Date: 2020
- Subjects: Home in literature , Exile (Punishment) in literature , Women authors, Black -- South Africa -- History and criticism , Jabavu, Noni -- Criticism and interpretation , Msimang, Sisonke -- Criticism and interpretation
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/166529 , vital:41376
- Description: This thesis examines the memoirs of two South Africa female writers: Noni Jabavu and Sisonke Msimang. In analysing their memoirs, this thesis sets out to contribute to the scholarship which centres the voices of Black women writers. It explores how both writers interrogate the concepts of home, exile and transnationalism. My focus is on the ways in which the writers theorise questions of belonging, and the extent to which their writing provides the opportunity to give voice to the complex nature of belonging. I read the narratives from these two writers alongside each other, as Noni Jabavu is Sisonke Msimang’s literary ancestor. By looking at their works alongside each other, this thesis becomes an intergenerational conversation between the past and the present. Using Black feminist thought and migratory subjectivity, this thesis examines the ways in which these writers connect the personal and the political. Noni and Sisonke navigate the private spaces of home in conversation with the political experience of exile and the nation. In the second chapter, I explore home as ekhaya, isizwe and an imaginary homeland. Ekhaya is the isiXhosa word denoting the family home, where there is a network of family rather than a nuclear family. Home is also isizwe: the isiXhosa word which evokes the nation state, which takes on layered meanings in the context of colonialism and apartheid. Home can also be an imaginary homeland, which is an imagined version of home after a long absence such as exile. In the third chapter, I examine three forms of exile: internal exile, estrangement and political exile. Finally, in chapter four, I analyse transnationalism: a border-crossing which raises questions of power, mobility and kinship. Looking at home, exile and transnationalism together allows for an exploration which challenges taken-for-granted ideas about place and identity. These memoirs illuminate the ways in which Black women constitute and reconstitute their identities according to the places which they access through travel.
- Full Text:
- Date Issued: 2020
- Authors: Masola, Athambile
- Date: 2020
- Subjects: Home in literature , Exile (Punishment) in literature , Women authors, Black -- South Africa -- History and criticism , Jabavu, Noni -- Criticism and interpretation , Msimang, Sisonke -- Criticism and interpretation
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/166529 , vital:41376
- Description: This thesis examines the memoirs of two South Africa female writers: Noni Jabavu and Sisonke Msimang. In analysing their memoirs, this thesis sets out to contribute to the scholarship which centres the voices of Black women writers. It explores how both writers interrogate the concepts of home, exile and transnationalism. My focus is on the ways in which the writers theorise questions of belonging, and the extent to which their writing provides the opportunity to give voice to the complex nature of belonging. I read the narratives from these two writers alongside each other, as Noni Jabavu is Sisonke Msimang’s literary ancestor. By looking at their works alongside each other, this thesis becomes an intergenerational conversation between the past and the present. Using Black feminist thought and migratory subjectivity, this thesis examines the ways in which these writers connect the personal and the political. Noni and Sisonke navigate the private spaces of home in conversation with the political experience of exile and the nation. In the second chapter, I explore home as ekhaya, isizwe and an imaginary homeland. Ekhaya is the isiXhosa word denoting the family home, where there is a network of family rather than a nuclear family. Home is also isizwe: the isiXhosa word which evokes the nation state, which takes on layered meanings in the context of colonialism and apartheid. Home can also be an imaginary homeland, which is an imagined version of home after a long absence such as exile. In the third chapter, I examine three forms of exile: internal exile, estrangement and political exile. Finally, in chapter four, I analyse transnationalism: a border-crossing which raises questions of power, mobility and kinship. Looking at home, exile and transnationalism together allows for an exploration which challenges taken-for-granted ideas about place and identity. These memoirs illuminate the ways in which Black women constitute and reconstitute their identities according to the places which they access through travel.
- Full Text:
- Date Issued: 2020
An analysis of pacing and sequencing of reading instruction in three grade 1 classrooms where isiXhosa is the language of learning and teaching
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
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