Developing a systematic model for the capturing and use of African oral poetry: the Bongani Sitole experience
- Authors: Mostert, Andre
- Date: 2010
- Subjects: Sitole, Bongani, 1937- Communication and culture Oral tradition in literature Oral tradition -- Africa Ethnoscience -- Africa Folk poetry, African
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3579 , http://hdl.handle.net/10962/d1002154
- Description: Oral traditions and oral literature have long contributed to human communication. The advent of arguably the most important technology, the written word, altered human ability to create and develop. However, this development for all its potential and scope created one of the most insidious dichotomies. As the written word developed so too the oral word became devalued and pushed to the fringes of societal development. One of the unfortunate outcomes has been a focus on the nomenclatures associated with orality and oral tradition, which although of importance, has skewed where the focus could and should have been located, namely, how to support and maintain the oral word and its innate value to human society in the face of what has become rampant technological developments. It is now ironic that technology is creating a fecund environment for a rebirth of orality. The study aims to mobilize technauriture as a paradigm in order to further embed orality and oral traditions to coherently embrace this changing technological environment. The central tenet of the study is that in order to enhance the status of orality the innate value embodied in indigenous knowledge systems must be recognized. Using the work of Bongani Sitole, an oral poet, as a backdrop the study will demonstrate a basic model that can act as a foundation for the effective integration of orality into contemporary structures. This is based on work that I published in the Journal of African Contemporary Studies (2009). Given the obvious multi-disciplinary nature of the material the work covers a wide cross section of the debate, from questions of epistemology and knowledge in general in terms of oral traditions, through the consciousness and technical landscapes, via the experience with Sitole’s material to issues of copyright and ownership. This work has also been submitted for publication together with my supervisor as a co-author. The study intends to consolidate the technauriture debate and lay a solid foundation to support further study.
- Full Text:
- Date Issued: 2010
- Authors: Mostert, Andre
- Date: 2010
- Subjects: Sitole, Bongani, 1937- Communication and culture Oral tradition in literature Oral tradition -- Africa Ethnoscience -- Africa Folk poetry, African
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3579 , http://hdl.handle.net/10962/d1002154
- Description: Oral traditions and oral literature have long contributed to human communication. The advent of arguably the most important technology, the written word, altered human ability to create and develop. However, this development for all its potential and scope created one of the most insidious dichotomies. As the written word developed so too the oral word became devalued and pushed to the fringes of societal development. One of the unfortunate outcomes has been a focus on the nomenclatures associated with orality and oral tradition, which although of importance, has skewed where the focus could and should have been located, namely, how to support and maintain the oral word and its innate value to human society in the face of what has become rampant technological developments. It is now ironic that technology is creating a fecund environment for a rebirth of orality. The study aims to mobilize technauriture as a paradigm in order to further embed orality and oral traditions to coherently embrace this changing technological environment. The central tenet of the study is that in order to enhance the status of orality the innate value embodied in indigenous knowledge systems must be recognized. Using the work of Bongani Sitole, an oral poet, as a backdrop the study will demonstrate a basic model that can act as a foundation for the effective integration of orality into contemporary structures. This is based on work that I published in the Journal of African Contemporary Studies (2009). Given the obvious multi-disciplinary nature of the material the work covers a wide cross section of the debate, from questions of epistemology and knowledge in general in terms of oral traditions, through the consciousness and technical landscapes, via the experience with Sitole’s material to issues of copyright and ownership. This work has also been submitted for publication together with my supervisor as a co-author. The study intends to consolidate the technauriture debate and lay a solid foundation to support further study.
- Full Text:
- Date Issued: 2010
Language policy and practice at CM Vellem and PJ Olivier primary schools
- Authors: Fobe, Mila Pamella
- Date: 2010
- Subjects: C M Vellem School P J Olivier School Public schools -- South Africa -- Grahamstown Language policy -- South Africa Language and education -- South Africa -- Grahamstown Native language and education -- South Africa -- Grahamstown Afrikaans language -- Study and teaching (Primary) -- South Africa -- Grahamstown Xhosa language -- Study and teaching (Primary) -- South Africa -- Grahamstown English language -- Study and teaching (Primary) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3586 , http://hdl.handle.net/10962/d1002161
- Description: This study looks at language policy and practice at two Eastern Cape schools. It further explores the link between language learning and teaching. Language implementation strategies were the main focus of this study. The Language-in-education policy of the Republic of South Africa (1997) promotes the use of all nine African languages, which have been afforded the status of official languages. This study looks at the language teaching practices at two Grahamstown primary schools, where isiXhosa and Afrikaans have been used as media of instruction. Qualitative methods were used, and the study took the form of interpretive case studies. , Thuto e, e ikaelela go tshegetsa patlisiso e e ka ga gore dipuo tsa Selegae tsa Seaforika mo Aforikaborwa di tshwanelwa ke go tsewa ka maemo le mokgwa o o lekanang go ya ka Molaotheo wa Aforikaborwa. Ka jalo, e tlaa utolola,e ribilole ditsela le go batla malepa a puso ya Aforikaborwa e ka fitlhelelang setšhaba se se kwa magaeng, se bokgoni jwa kitso ya Seesimane bo leng kwa tlase mo go bona. Bothata ke gore Aforikaborwa e laolwa bogolo ke tiriso e e kwa godimo ya Seesimane mme puso e tshwanelwa ke gore e tlose dikgoreletsi tse di leng teng ga jaana tsa puo. E bowe gape e thibele go se lekalekaneng ga botshelo ka kakaretso mo loagong go go tlholwang ke go sa lekalekaneng ga kitso ya dipuo mo setšhabeng ka kakaretso. Ditshwanelo mo puong fela jaaka ditshwanelo dingwe le dingwe tsa botho, di tshwanelwa ke go sireletswa, jaaka di akareditswe mo Molaotheo o mošwa wa temokerasi wa Aforikaborwa.
- Full Text:
- Date Issued: 2010
- Authors: Fobe, Mila Pamella
- Date: 2010
- Subjects: C M Vellem School P J Olivier School Public schools -- South Africa -- Grahamstown Language policy -- South Africa Language and education -- South Africa -- Grahamstown Native language and education -- South Africa -- Grahamstown Afrikaans language -- Study and teaching (Primary) -- South Africa -- Grahamstown Xhosa language -- Study and teaching (Primary) -- South Africa -- Grahamstown English language -- Study and teaching (Primary) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3586 , http://hdl.handle.net/10962/d1002161
- Description: This study looks at language policy and practice at two Eastern Cape schools. It further explores the link between language learning and teaching. Language implementation strategies were the main focus of this study. The Language-in-education policy of the Republic of South Africa (1997) promotes the use of all nine African languages, which have been afforded the status of official languages. This study looks at the language teaching practices at two Grahamstown primary schools, where isiXhosa and Afrikaans have been used as media of instruction. Qualitative methods were used, and the study took the form of interpretive case studies. , Thuto e, e ikaelela go tshegetsa patlisiso e e ka ga gore dipuo tsa Selegae tsa Seaforika mo Aforikaborwa di tshwanelwa ke go tsewa ka maemo le mokgwa o o lekanang go ya ka Molaotheo wa Aforikaborwa. Ka jalo, e tlaa utolola,e ribilole ditsela le go batla malepa a puso ya Aforikaborwa e ka fitlhelelang setšhaba se se kwa magaeng, se bokgoni jwa kitso ya Seesimane bo leng kwa tlase mo go bona. Bothata ke gore Aforikaborwa e laolwa bogolo ke tiriso e e kwa godimo ya Seesimane mme puso e tshwanelwa ke gore e tlose dikgoreletsi tse di leng teng ga jaana tsa puo. E bowe gape e thibele go se lekalekaneng ga botshelo ka kakaretso mo loagong go go tlholwang ke go sa lekalekaneng ga kitso ya dipuo mo setšhabeng ka kakaretso. Ditshwanelo mo puong fela jaaka ditshwanelo dingwe le dingwe tsa botho, di tshwanelwa ke go sireletswa, jaaka di akareditswe mo Molaotheo o mošwa wa temokerasi wa Aforikaborwa.
- Full Text:
- Date Issued: 2010
The development and implementation of computer literacy terminology in isiXhosa
- Authors: Sam, Msindisi Scara
- Date: 2010
- Subjects: Xhosa language -- Data processing Computer literacy -- South Africa -- Dwesa-Cwebe Computer literacy -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe Information technology -- South Africa -- Grahamstown Computational linguistics -- South Africa -- Dwesa-Cwebe Computational linguistics -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe -- Social aspects Information technology -- South Africa -- Grahamstown -- Social aspects Digital divide -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Grahamstown South Africa-Norway Tertiary Education Development Programme Rhodes University. Dept. of African Languages
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3580 , http://hdl.handle.net/10962/d1002155
- Full Text:
- Date Issued: 2010
- Authors: Sam, Msindisi Scara
- Date: 2010
- Subjects: Xhosa language -- Data processing Computer literacy -- South Africa -- Dwesa-Cwebe Computer literacy -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe Information technology -- South Africa -- Grahamstown Computational linguistics -- South Africa -- Dwesa-Cwebe Computational linguistics -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe -- Social aspects Information technology -- South Africa -- Grahamstown -- Social aspects Digital divide -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Grahamstown South Africa-Norway Tertiary Education Development Programme Rhodes University. Dept. of African Languages
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3580 , http://hdl.handle.net/10962/d1002155
- Full Text:
- Date Issued: 2010
- «
- ‹
- 1
- ›
- »