Communication in selected Eastern Cape public healthcare facilities offering termination of pregnancy services: inter/intra-cultural implications
- Authors: Mavuso, Snethemba Fikile
- Date: 2017
- Subjects: Communication in medicine -- South Africa , Medical care -- Communication systems -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7290 , vital:21239
- Description: This study examines pre-termination of pregnancy (PTOP) counselling, focussing on issues of language and access, and sociocultural influences. This research examines linguistic and cultural aspects of communication between healthcare providers and clients in PTOP contexts. The overarching aim of this research was to identify patterns that indicate miscommunication and to propose ways to bridge any linguistic and cultural gaps. This research examine how social norms related to turn taking guide healthcare providers - clients interaction and how the clients respond to advice offered during the counselling sessions. The study provides an indepth understanding of linguistic and cultural barriers in public healthcare, and further emphasizes the need for implementation of support systems for cross-cultural and effective patient-centred communication in healthcare. The findings in this study are thatpresent that miscommunication occurs within intercultural and intra-cultural medical encounters. Excessive use of medical terminology causes communication difficulties. Clients often provide a positive response to indicate that they understand what the healthcare provider is communicating. Clients sometimes respond positively out of politeness. This practice is common in some cultures; it often occurs when the recipient is interacting with a figure of authority or someone of higher positioning. It is found that healthcare provider’s value systems sometimes have an impact on their professional conduct, influencing the type of PTOP counselling provided to clients. Sometimes the language and communication barriers have a negative impact on the quality of care/PTOP counselling. This study argues that healthcare provider’s communication styles and value systems influence PTOP counselling. Healthcare providers have the power to control the medical discourse; their turns at talk influence those of clients. The manner in which the nurses and counsellors address the clients elicits a certain response. This study thus suggests that healthcare providers need to improve their communicative skills, be mindful of their position as power holders and adopt a patient-centred approach, which is crucial for clinical and cultural competence.
- Full Text:
- Authors: Mavuso, Snethemba Fikile
- Date: 2017
- Subjects: Communication in medicine -- South Africa , Medical care -- Communication systems -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7290 , vital:21239
- Description: This study examines pre-termination of pregnancy (PTOP) counselling, focussing on issues of language and access, and sociocultural influences. This research examines linguistic and cultural aspects of communication between healthcare providers and clients in PTOP contexts. The overarching aim of this research was to identify patterns that indicate miscommunication and to propose ways to bridge any linguistic and cultural gaps. This research examine how social norms related to turn taking guide healthcare providers - clients interaction and how the clients respond to advice offered during the counselling sessions. The study provides an indepth understanding of linguistic and cultural barriers in public healthcare, and further emphasizes the need for implementation of support systems for cross-cultural and effective patient-centred communication in healthcare. The findings in this study are thatpresent that miscommunication occurs within intercultural and intra-cultural medical encounters. Excessive use of medical terminology causes communication difficulties. Clients often provide a positive response to indicate that they understand what the healthcare provider is communicating. Clients sometimes respond positively out of politeness. This practice is common in some cultures; it often occurs when the recipient is interacting with a figure of authority or someone of higher positioning. It is found that healthcare provider’s value systems sometimes have an impact on their professional conduct, influencing the type of PTOP counselling provided to clients. Sometimes the language and communication barriers have a negative impact on the quality of care/PTOP counselling. This study argues that healthcare provider’s communication styles and value systems influence PTOP counselling. Healthcare providers have the power to control the medical discourse; their turns at talk influence those of clients. The manner in which the nurses and counsellors address the clients elicits a certain response. This study thus suggests that healthcare providers need to improve their communicative skills, be mindful of their position as power holders and adopt a patient-centred approach, which is crucial for clinical and cultural competence.
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From dialect to ‘official’ language: towards the intellectualisation of Ndau in Zimbabwe
- Authors: Sithole, Emmanuel
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6086 , vital:21030
- Full Text:
- Authors: Sithole, Emmanuel
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6086 , vital:21030
- Full Text:
Homecoming
- Authors: Mazwai, Nontsikelelo
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/164930 , vital:41185
- Description: Thesis (MA)--Rhodes University, Faculty of Humanities, School of Languages, 2017
- Full Text:
- Authors: Mazwai, Nontsikelelo
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/164930 , vital:41185
- Description: Thesis (MA)--Rhodes University, Faculty of Humanities, School of Languages, 2017
- Full Text:
Indigenous and traditional musics in the school classroom : a re-evaluation of the South African Indigenous African Music (IAM) curriculum
- Authors: McConnachie, Boudina
- Date: 2017
- Subjects: Ethnomusicology , Indigenous people -- Music , Music -- Instruction and study -- Africa , Music -- Instruction and study -- Curricula -- Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:21182 , http://hdl.handle.net/10962/6806
- Description: Musical ideals set by European standards and values, entrenched through colonial oppression and promoted by the continued veneration of Western culture need to be re-evaluated. Despite the intention of the ANC government, through the Department of Basic Education's Curriculum and Assessment Policy Statement music curricula, to integrate Indigenous Knowledge and musics into the South African classroom, evidence shows that opportunities to do so are not seized. With reference to the proclaimed values of an African sensibility in the model of the South African music education curriculum, the history of its development and the current pedagogical movement towards transformation in the production of knowledge and the inclusion of Indigenous Knowledge (IK), this thesis questions why teachers in government schools in South Africa are not executing the Indigenous African Music (IAM) syllabus in the CAPS FET music curriculum. Taking the history of music education and the development of curriculum models and frameworks into account, it interrogates what strategies could improve the application of the current music curriculum in government schools in South Africa. These questions are addressed in the thesis by way of a discussion of the music curriculum and what its praxis in the classroom reveals about its efficacy, through observations and personal experiences, the observations of teachers and student teachers, a comparison with the experience in Zimbabwe, and an analysis of the music curriculum as it is currently devised and implemented. Straddling three methodological approaches, namely the ethnographic, the autoethnographic and the action research approach this study finds that the CAPS FET music curriculum does provide realistic opportunities to engage with African Indigenous and traditional music. This, however, is dependent upon the training of the teacher, facilities available in the classroom and the prior knowledge of the learner. A fundamental flaw of this curriculum is the approach to practical assessment of Indigenous and traditional African musics and the lack of assessment criteria and practical guidelines. In addition, the findings suggest that the fault regarding implementation of the curriculum lies in the training of students (who become teachers) at tertiary level, where an integrated approach to skills development regarding Indigenous African music is suggested.
- Full Text:
- Authors: McConnachie, Boudina
- Date: 2017
- Subjects: Ethnomusicology , Indigenous people -- Music , Music -- Instruction and study -- Africa , Music -- Instruction and study -- Curricula -- Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:21182 , http://hdl.handle.net/10962/6806
- Description: Musical ideals set by European standards and values, entrenched through colonial oppression and promoted by the continued veneration of Western culture need to be re-evaluated. Despite the intention of the ANC government, through the Department of Basic Education's Curriculum and Assessment Policy Statement music curricula, to integrate Indigenous Knowledge and musics into the South African classroom, evidence shows that opportunities to do so are not seized. With reference to the proclaimed values of an African sensibility in the model of the South African music education curriculum, the history of its development and the current pedagogical movement towards transformation in the production of knowledge and the inclusion of Indigenous Knowledge (IK), this thesis questions why teachers in government schools in South Africa are not executing the Indigenous African Music (IAM) syllabus in the CAPS FET music curriculum. Taking the history of music education and the development of curriculum models and frameworks into account, it interrogates what strategies could improve the application of the current music curriculum in government schools in South Africa. These questions are addressed in the thesis by way of a discussion of the music curriculum and what its praxis in the classroom reveals about its efficacy, through observations and personal experiences, the observations of teachers and student teachers, a comparison with the experience in Zimbabwe, and an analysis of the music curriculum as it is currently devised and implemented. Straddling three methodological approaches, namely the ethnographic, the autoethnographic and the action research approach this study finds that the CAPS FET music curriculum does provide realistic opportunities to engage with African Indigenous and traditional music. This, however, is dependent upon the training of the teacher, facilities available in the classroom and the prior knowledge of the learner. A fundamental flaw of this curriculum is the approach to practical assessment of Indigenous and traditional African musics and the lack of assessment criteria and practical guidelines. In addition, the findings suggest that the fault regarding implementation of the curriculum lies in the training of students (who become teachers) at tertiary level, where an integrated approach to skills development regarding Indigenous African music is suggested.
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IsiXhosa ulwimi lwabantu abangesosininzi eZimbabwe: ukuphila nokulondolozwa kwaso
- Authors: Kunju, Hleze Welsh
- Date: 2017
- Subjects: Language policy Zimbabwe , Xhosa (African people) Zimbabwe , Xhosa (African people) Social life and customs Zimbabwe , Xhosa language Zimbabwe , Language spread , Culture diffusion
- Language: Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7370 , vital:21250
- Description: Kuqikelelwa ukuba kukho amaXhosa (amaMfengu) angcambu zawo ziseMzantsi Afrika amalunga namakhulu amabini amawaka azinze eZimbabwe ukususela kwiminyaka yoo-18001900. Uninzi lwawo lufumaneka eMbembesi, eFort Rixon, eFilabusi, eKenilworth naseMotapa eBubi. Imbali ithi, inxalenye yala maXhosa ngawaseMpuma Kapa, afudukela eZimbabwe noCecil John Rhodes eqhuba iinqwelo kananjalo esebenzela uRhodes ngeminyaka yoo-1800. Le thisisi yongeza kulwazi olutsha malunga nala maXhosa aseZimbabwe, iphonononga ubume bolwimi, imbali nemvelaphi yala maXhosa azinze eZimbabwe lo gama ibonisa ukuba naphantsi kwayiphi na imeko, ulwimi luyakwazi ukuphila ngaphaya kwemida. Ulwimi nenkcubeko zingumtya nethunga, ngenxa yoko le thisisi yayame kakhulu kwinkcubeko. Iethinografi nembali yomlomo zisetyenziswe njengendlela okanye imethodi yokuqhuba olu phando. Iziphumo zolu phando zibonisa ukuba umhlaba, inkcubeko, iingoma, inkolo yobuKrestu, iincwadi ezingaphelelwa xesha zoncwadi lwesiXhosa, iteknoloji namakhasi onxibelelwano nomgaqo-siseko waseZimbabwe (2013) zibe zizixhobo ezidlale indima ebonakalayo ekulondolozeni nasekuphuhliseni isiXhosa eZimbabwe. Imiba ephathelele kumgaqo-nkqubo wesiXhosa eZimbabwe nayo iyaphononongwa, njengokuba isiXhosa ilulwimi oluthathwa njengolusesikweni eZimbabwe.Kusetyenziswa iithiyori ngeethiyori ezingobuni, kuquka nethiyori kaCollier (1997) apho abona ubuni njengolunamacala amabini; avowal kunye ne-ascription. Ubuni bamaXhosa aseZimbabwe buxoxwe ngokwayama kwi-avowal njengokuba uCollier (Ibid.) eyicacisa. Kwizindululo eziqulathwe kolu phando, kuboniswa ukuba ikho imfuneko yokuba iintsapho zaseZimbabwe zidityaniswe nezizalwane zazo eziseMzantsi Afrika. Ukufundiswa kwesiXhosa kwaneenzame zokusebenzisa isiXhosa njengolwimi lokufunda nokufundisa kwizikolo zamaXhosa ezikumabanga aphantsi kuyafuneka nako ukuba kuphandwe nzulu. , There are an estimated two hundred thousand South African amaXhosa who are mostly amaMfengu descendants living in Zimbabwe since the late 1800s-1900s. The majority are found in the areas of Mbembesi, Fort Rixon in Filabusi, Kenilworth and the Motapa area in Bubi. It is stated that some of the amaXhosa living in Zimbabwe came from the Eastern Cape with Cecil John Rhodes as domestic workers and on wagons during the 1800s. Therefore, this thesis provides new knowledge about amaXhosa living in Zimbabwe and gives an analysis of the sociolinguistic and historical background of the amaXhosa living in Zimbabwe while showing how a cross-border language can survive against all odds. The subject of culture has been dealt with as there is a reciprocal relationship between language and culture. Ethnography and Oral History have been used as methods for this research. The findings reveal that land, culture, songs, religion, South African Xhosa literature classic books, technology and social media, as well as the 2013 Zimbabwean constitution, are tools that have played a role in the survival and maintenance of isiXhosa in Zimbabwe. It also assesses Language Policy issues as isiXhosa is now an officially recognized language in Zimbabwe. Drawing on various theories on identity, including Collier’s (1997) understanding that identity is divided into avowal and ascription, the identity of the amaXhosa of Zimbabwe has been discussed in this thesis with an emphasis on avowal as discussed by Collier (Ibid.). Among other recommendations, this study further recommends that a research that looks at the reunion of the Zimbabwean amaXhosa with their South African relatives needs to be undertaken. It also recommends that the teaching of isiXhosa as well as attempts to make isiXhosa the Language of Learning and Teaching (LoLT) in the amaXhosa primary schools and pre-schools also needs to be researched further.
- Full Text:
- Authors: Kunju, Hleze Welsh
- Date: 2017
- Subjects: Language policy Zimbabwe , Xhosa (African people) Zimbabwe , Xhosa (African people) Social life and customs Zimbabwe , Xhosa language Zimbabwe , Language spread , Culture diffusion
- Language: Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7370 , vital:21250
- Description: Kuqikelelwa ukuba kukho amaXhosa (amaMfengu) angcambu zawo ziseMzantsi Afrika amalunga namakhulu amabini amawaka azinze eZimbabwe ukususela kwiminyaka yoo-18001900. Uninzi lwawo lufumaneka eMbembesi, eFort Rixon, eFilabusi, eKenilworth naseMotapa eBubi. Imbali ithi, inxalenye yala maXhosa ngawaseMpuma Kapa, afudukela eZimbabwe noCecil John Rhodes eqhuba iinqwelo kananjalo esebenzela uRhodes ngeminyaka yoo-1800. Le thisisi yongeza kulwazi olutsha malunga nala maXhosa aseZimbabwe, iphonononga ubume bolwimi, imbali nemvelaphi yala maXhosa azinze eZimbabwe lo gama ibonisa ukuba naphantsi kwayiphi na imeko, ulwimi luyakwazi ukuphila ngaphaya kwemida. Ulwimi nenkcubeko zingumtya nethunga, ngenxa yoko le thisisi yayame kakhulu kwinkcubeko. Iethinografi nembali yomlomo zisetyenziswe njengendlela okanye imethodi yokuqhuba olu phando. Iziphumo zolu phando zibonisa ukuba umhlaba, inkcubeko, iingoma, inkolo yobuKrestu, iincwadi ezingaphelelwa xesha zoncwadi lwesiXhosa, iteknoloji namakhasi onxibelelwano nomgaqo-siseko waseZimbabwe (2013) zibe zizixhobo ezidlale indima ebonakalayo ekulondolozeni nasekuphuhliseni isiXhosa eZimbabwe. Imiba ephathelele kumgaqo-nkqubo wesiXhosa eZimbabwe nayo iyaphononongwa, njengokuba isiXhosa ilulwimi oluthathwa njengolusesikweni eZimbabwe.Kusetyenziswa iithiyori ngeethiyori ezingobuni, kuquka nethiyori kaCollier (1997) apho abona ubuni njengolunamacala amabini; avowal kunye ne-ascription. Ubuni bamaXhosa aseZimbabwe buxoxwe ngokwayama kwi-avowal njengokuba uCollier (Ibid.) eyicacisa. Kwizindululo eziqulathwe kolu phando, kuboniswa ukuba ikho imfuneko yokuba iintsapho zaseZimbabwe zidityaniswe nezizalwane zazo eziseMzantsi Afrika. Ukufundiswa kwesiXhosa kwaneenzame zokusebenzisa isiXhosa njengolwimi lokufunda nokufundisa kwizikolo zamaXhosa ezikumabanga aphantsi kuyafuneka nako ukuba kuphandwe nzulu. , There are an estimated two hundred thousand South African amaXhosa who are mostly amaMfengu descendants living in Zimbabwe since the late 1800s-1900s. The majority are found in the areas of Mbembesi, Fort Rixon in Filabusi, Kenilworth and the Motapa area in Bubi. It is stated that some of the amaXhosa living in Zimbabwe came from the Eastern Cape with Cecil John Rhodes as domestic workers and on wagons during the 1800s. Therefore, this thesis provides new knowledge about amaXhosa living in Zimbabwe and gives an analysis of the sociolinguistic and historical background of the amaXhosa living in Zimbabwe while showing how a cross-border language can survive against all odds. The subject of culture has been dealt with as there is a reciprocal relationship between language and culture. Ethnography and Oral History have been used as methods for this research. The findings reveal that land, culture, songs, religion, South African Xhosa literature classic books, technology and social media, as well as the 2013 Zimbabwean constitution, are tools that have played a role in the survival and maintenance of isiXhosa in Zimbabwe. It also assesses Language Policy issues as isiXhosa is now an officially recognized language in Zimbabwe. Drawing on various theories on identity, including Collier’s (1997) understanding that identity is divided into avowal and ascription, the identity of the amaXhosa of Zimbabwe has been discussed in this thesis with an emphasis on avowal as discussed by Collier (Ibid.). Among other recommendations, this study further recommends that a research that looks at the reunion of the Zimbabwean amaXhosa with their South African relatives needs to be undertaken. It also recommends that the teaching of isiXhosa as well as attempts to make isiXhosa the Language of Learning and Teaching (LoLT) in the amaXhosa primary schools and pre-schools also needs to be researched further.
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Language and access in the public healthcare system in South Africa with a particular focus on primary public health facilities in Grahamstown and Cofimvaba in the Eastern Cape
- Authors: Mhlauli, Nonceba
- Date: 2017
- Subjects: Health literacy -- South Africa -- Eastern Cape , Patient education -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape , Health literacy -- Social aspects -- South Africa -- Eastern Cape , Poor -- Medical care -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/56692 , vital:26817
- Description: The right to language and the right to healthcare services are human rights which are enshrined in the Constitution of the Republic of South Africa. Section 6 (5) of the Constitution and Section 1.3 (b) and (e) of the Eastern Cape Provincial Language Policy provide protection against unfair discrimination on the grounds of language; while sections 30 and 31 (1) of the Constitution refer to people’s rights in terms of cultural, religious and linguistic participation. Section 27 (a) states that ‘everyone has the right to access to healthcare services’. In accordance with the Constitution, in 2011 the National Department of Health passed a Policy on Language Services. This policy aims to facilitate equitable access to government services and information, as well as respect for language rights as spelled out in the Constitution. The Policy on Language Services further aims to promote multilingualism in the National Department of Health and to allow people to access information in a language of their choice, understand important messages and the language necessary for informed and participatory decision making (Department of Health 2011:1). Given the above policy and Constitutional provisions as far as policy commitment is concerned, the crucial issue remains the implementation of such policy to ensure that the right to access to health and language are realised. The study provides an analysis of the Policy on Language Services 2011 as it relates to language rights and the delivery of health services, focusing on the roll out and implementation process and the public awareness of the policy. This study primarily focuses on the role language plays in accessing public healthcare in primary healthcare facilities in the Grahamstown and Cofimvaba. The study looked at communication between patient and healthcare providers and whether healthcare services were provided in the language of the patient or the language the patient knows best. This study further assessed indications of patients’ comprehension of information such as medical instructions on packaged medicine, comprehension of posters, pamphlets and health education sessions in order to fully participate in the process of their health status. The data of this research was collected from healthcare providers and patients in primary healthcare facilities in Grahamstown and Cofimvaba in the Eastern Cape. The research methods used was in-depth interviews, non-participant observations as well as content analysis such as sign/direction posts, medical labels and information boards. These methods were used to determine whether language plays a role in accessing quality healthcare services in these facilities. The research found that the lack of implementation of language and health policy resulted in the perpetuation of language barriers in the healthcare sector. The study therefore argues that adequate healthcare can only be provided if and when healthcare providers and patients are able to communicate with each other in the language they know best or feel most comfortable in. Thus meaning the implementation of the current Constitutional and policy provisions is crucial to language and access to healthcare services.
- Full Text:
- Authors: Mhlauli, Nonceba
- Date: 2017
- Subjects: Health literacy -- South Africa -- Eastern Cape , Patient education -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape , Health literacy -- Social aspects -- South Africa -- Eastern Cape , Poor -- Medical care -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/56692 , vital:26817
- Description: The right to language and the right to healthcare services are human rights which are enshrined in the Constitution of the Republic of South Africa. Section 6 (5) of the Constitution and Section 1.3 (b) and (e) of the Eastern Cape Provincial Language Policy provide protection against unfair discrimination on the grounds of language; while sections 30 and 31 (1) of the Constitution refer to people’s rights in terms of cultural, religious and linguistic participation. Section 27 (a) states that ‘everyone has the right to access to healthcare services’. In accordance with the Constitution, in 2011 the National Department of Health passed a Policy on Language Services. This policy aims to facilitate equitable access to government services and information, as well as respect for language rights as spelled out in the Constitution. The Policy on Language Services further aims to promote multilingualism in the National Department of Health and to allow people to access information in a language of their choice, understand important messages and the language necessary for informed and participatory decision making (Department of Health 2011:1). Given the above policy and Constitutional provisions as far as policy commitment is concerned, the crucial issue remains the implementation of such policy to ensure that the right to access to health and language are realised. The study provides an analysis of the Policy on Language Services 2011 as it relates to language rights and the delivery of health services, focusing on the roll out and implementation process and the public awareness of the policy. This study primarily focuses on the role language plays in accessing public healthcare in primary healthcare facilities in the Grahamstown and Cofimvaba. The study looked at communication between patient and healthcare providers and whether healthcare services were provided in the language of the patient or the language the patient knows best. This study further assessed indications of patients’ comprehension of information such as medical instructions on packaged medicine, comprehension of posters, pamphlets and health education sessions in order to fully participate in the process of their health status. The data of this research was collected from healthcare providers and patients in primary healthcare facilities in Grahamstown and Cofimvaba in the Eastern Cape. The research methods used was in-depth interviews, non-participant observations as well as content analysis such as sign/direction posts, medical labels and information boards. These methods were used to determine whether language plays a role in accessing quality healthcare services in these facilities. The research found that the lack of implementation of language and health policy resulted in the perpetuation of language barriers in the healthcare sector. The study therefore argues that adequate healthcare can only be provided if and when healthcare providers and patients are able to communicate with each other in the language they know best or feel most comfortable in. Thus meaning the implementation of the current Constitutional and policy provisions is crucial to language and access to healthcare services.
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L’etude comparative des elements merveilleux dans trois epopees africaines: Soundjata ou I’epopee mandingue, Emperor Shaka The Great: a Zulu Epic et Nsongo’a Lianja: I’epopee nationale des Nkundo
- Authors: Nkaongami, Josue Bosange
- Date: 2017
- Language: French , English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/5590 , vital:20944
- Description: This thesis is a comparative study in Francophone literature which analyses the supernatural factors in three African epics, namely the Sundiata or Mandingo Epic from West Africa by Djibril Tasmir Niane (1960), Emperor Shaka The Great : A Zulu Epic from Southern Africa by Mazisi Kunene (1979), and Nsongo’a Lianja : the National Epic of Nkundo People from Central Africa by Edmond Boelaert (1949). The study analyses similarities and differences between the supernatural figures in these epics and their respective societies using contextual and socio-critical theories. In this thesis it is demonstrated that the presence of supernatural forces is a sine qua non condition for the existence of the epic in the sense that : “the essential mark of the heroic personality in many African folk epics is its reliance on supernatural resources” (Okpewho 1979 : 119). This study shows that in Africa, supernatural forces play vital roles in the society and therefore dominate the African oral epic traditions. Furthermore, the study is significant in the sense that it tries to describe the worldview, especially the religious and cultural beliefs of the particular society or group that produces the epic. The thesis is made up of six chapters. In the first chapter, I outline the study’s subject matter, its aims and objectives, its significance, its assumptions and methodology. In the second chapter, I examine the impact of supernatural devices on the lives of the epic heroes Sundiata, Shaka, and Lianja, the predictions and divinations about their births, childhoods, exiles or epic journeys, their ascension to the throne as well as their genealogies and deaths. Such analysis allows one to identify the supernatural factors surrounding each stage of the life of the heroes, and to understand further the importance of supernatural forces in the communities and institutions where the heroes exercise their powers. In the third chapter, I discuss the typology of the supernatural forces in the heroic epics Sundiata, Shaka and Lianja, using Greimas’s theory of actants. I divide the characters into protagonists, accessories and opponents. In the fourth chapter, I examine the sources of the supernatural forces prevailing on Sundiata, Shaka, and Lianja. The chapter shows how supernatural agents act on the epic heroes and how these supernatural beings make or mar them in the course of the narratives. In the fifth chapter, I investigate the supernatural factors acting on the heroes’ opponents, and in chapter six, I examine the supernatural forces and heroism of the women in the three epics. In the conclusion, I demonstrate that this analysis of supernatural factors enables us not only to appreciate their place and function in the three African epics under study, but also opens a window onto the culture of the Mandingo, Zulu, and Mongo People’s : their activities, beliefs, taboos and the rules which organise their respective societies. , This thesis is presented in two parts: French and English.
- Full Text:
- Authors: Nkaongami, Josue Bosange
- Date: 2017
- Language: French , English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/5590 , vital:20944
- Description: This thesis is a comparative study in Francophone literature which analyses the supernatural factors in three African epics, namely the Sundiata or Mandingo Epic from West Africa by Djibril Tasmir Niane (1960), Emperor Shaka The Great : A Zulu Epic from Southern Africa by Mazisi Kunene (1979), and Nsongo’a Lianja : the National Epic of Nkundo People from Central Africa by Edmond Boelaert (1949). The study analyses similarities and differences between the supernatural figures in these epics and their respective societies using contextual and socio-critical theories. In this thesis it is demonstrated that the presence of supernatural forces is a sine qua non condition for the existence of the epic in the sense that : “the essential mark of the heroic personality in many African folk epics is its reliance on supernatural resources” (Okpewho 1979 : 119). This study shows that in Africa, supernatural forces play vital roles in the society and therefore dominate the African oral epic traditions. Furthermore, the study is significant in the sense that it tries to describe the worldview, especially the religious and cultural beliefs of the particular society or group that produces the epic. The thesis is made up of six chapters. In the first chapter, I outline the study’s subject matter, its aims and objectives, its significance, its assumptions and methodology. In the second chapter, I examine the impact of supernatural devices on the lives of the epic heroes Sundiata, Shaka, and Lianja, the predictions and divinations about their births, childhoods, exiles or epic journeys, their ascension to the throne as well as their genealogies and deaths. Such analysis allows one to identify the supernatural factors surrounding each stage of the life of the heroes, and to understand further the importance of supernatural forces in the communities and institutions where the heroes exercise their powers. In the third chapter, I discuss the typology of the supernatural forces in the heroic epics Sundiata, Shaka and Lianja, using Greimas’s theory of actants. I divide the characters into protagonists, accessories and opponents. In the fourth chapter, I examine the sources of the supernatural forces prevailing on Sundiata, Shaka, and Lianja. The chapter shows how supernatural agents act on the epic heroes and how these supernatural beings make or mar them in the course of the narratives. In the fifth chapter, I investigate the supernatural factors acting on the heroes’ opponents, and in chapter six, I examine the supernatural forces and heroism of the women in the three epics. In the conclusion, I demonstrate that this analysis of supernatural factors enables us not only to appreciate their place and function in the three African epics under study, but also opens a window onto the culture of the Mandingo, Zulu, and Mongo People’s : their activities, beliefs, taboos and the rules which organise their respective societies. , This thesis is presented in two parts: French and English.
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Nontsizi Mgqwetho’s the nation’s bounty: a prophetic voice towards an African literary theory
- Authors: Nxasana, Thulani
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4547 , vital:20687
- Description: This thesis seeks to examine the ways in which Africans and African scholarship in particular have relied on the West to lead the way in scientific inquiry, theory and ways of approaching literary texts thus the stunting effects of this in the growth and development of uniquely African literary scholarship and theorising. In his seminal work, Decolonising the Mind, Wa Thiong’o (1987a) stresses that “...how we view ourselves, our environment even, is very much dependent on where we stand in relationship to imperialism in its colonial and neocolonial stages; that if we are to do anything about our individual and collective being today, then we have to coldly and consciously look at what imperialism has been doing to us and to our view of ourselves in the universe” (Wa Thiong’o, 1987a, p.88). Although most African countries obtained their liberation decades ago, seemingly western cultural imperialism still dominates and plagues the African psyche; hence they largely look to the West and ways of the West for established and emergent theoretical conceptions. This thesis aims to interrogate popular western literary theories unquestioningly used to analyse African works, particularly feminism and post-colonial theory; furthermore, to show crucial factors not taken into account such as the evolving power dynamics in African societies, the role of the “sacred” or spirituality which often forms and informs the dynamics of the text, and lastly, based on the poetry of Nontsizi Mgqwetho, to advocate for the need for an African literary theory and put forward the essential tenets of such a theory. The poetry of Xhosa poet, Nontsizi Mgqwetho, is used to analyse the complexities and dynamics of African literary production written in African languages; her poetry is written in isiXhosa to a Xhosa audience, a far cry from the assumption that African literary texts are concerned with writing to the “centre” as post-colonial theorists claim. Her work explicitly provides Africans with an approach to overcome territorial and cultural imperialism; she sees within the African psyche and traditional values empowering modes of resistance against any type of domination and through her poetry illustrates meaningful ways that Africans can critically engage with and examine the positives and negatives of cultural exchange and or assimilation, and the effects thereof while at the same time remaining proudly Africa.
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- Authors: Nxasana, Thulani
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4547 , vital:20687
- Description: This thesis seeks to examine the ways in which Africans and African scholarship in particular have relied on the West to lead the way in scientific inquiry, theory and ways of approaching literary texts thus the stunting effects of this in the growth and development of uniquely African literary scholarship and theorising. In his seminal work, Decolonising the Mind, Wa Thiong’o (1987a) stresses that “...how we view ourselves, our environment even, is very much dependent on where we stand in relationship to imperialism in its colonial and neocolonial stages; that if we are to do anything about our individual and collective being today, then we have to coldly and consciously look at what imperialism has been doing to us and to our view of ourselves in the universe” (Wa Thiong’o, 1987a, p.88). Although most African countries obtained their liberation decades ago, seemingly western cultural imperialism still dominates and plagues the African psyche; hence they largely look to the West and ways of the West for established and emergent theoretical conceptions. This thesis aims to interrogate popular western literary theories unquestioningly used to analyse African works, particularly feminism and post-colonial theory; furthermore, to show crucial factors not taken into account such as the evolving power dynamics in African societies, the role of the “sacred” or spirituality which often forms and informs the dynamics of the text, and lastly, based on the poetry of Nontsizi Mgqwetho, to advocate for the need for an African literary theory and put forward the essential tenets of such a theory. The poetry of Xhosa poet, Nontsizi Mgqwetho, is used to analyse the complexities and dynamics of African literary production written in African languages; her poetry is written in isiXhosa to a Xhosa audience, a far cry from the assumption that African literary texts are concerned with writing to the “centre” as post-colonial theorists claim. Her work explicitly provides Africans with an approach to overcome territorial and cultural imperialism; she sees within the African psyche and traditional values empowering modes of resistance against any type of domination and through her poetry illustrates meaningful ways that Africans can critically engage with and examine the positives and negatives of cultural exchange and or assimilation, and the effects thereof while at the same time remaining proudly Africa.
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Sign language in South Africa: pedagogic approaches, policy developments and new directions
- Authors: Ganiso, Mirriam Nosiphiwo
- Date: 2017
- Subjects: Deaf -- Education -- South Africa , South African sign language -- Study and teaching , Sign language -- Study and teaching -- South Africa , Sign language -- Grammar
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7323 , vital:21242
- Description: This objective of this thesis is to present and critique sign language-in-education policy and different teaching pedagogies used by teachers in the Eastern and Western Cape Deaf schools. The research was conducted in four Deaf schools in the Eastern and Western Cape Provinces. Data was collected through methods which include interviews, observations and questionnaires. The study results revealed that there was inconsistency of teaching approaches used by teachers in these different schools because some of them lacked knowledge and sign language skills. Additionally, many teachers who are teaching in Deaf schools did not get sign language training. Thus, the study concluded that some teachers lack knowledge of teaching methods. Also Deaf schools’ principals and school governing bodies employ teachers who are coming from the mainstream and who are not necessarily aware of Deaf children’s needs, forgetting that Deaf learners will struggle without suitable resources. Furthermore, the study concluded that teachers use different teaching approaches, such as Total Communication, Oral Approach, Signed English, Bilingualism, South African Sign Language (SASL) and other means of communication. Deaf learners were also forced to use Oral Communication although some of them were totally deaf. The research showed that Deaf learners and Deaf teacher assistants were not pleased about the way Deaf learners were being taught. Deaf learners complained about teachers, that they lack sign language communication skills and as a result the learners became the interpreters for the teachers. Teachers in turn complained about the curriculum training which was provided for individual and selected teachers. The research also offers a comparative study, in the sense that the development of sign language across different countries from Europe and Africa as well as the United States of America, is included. The thesis furthermore explores the development of SASL CAPS Curriculum in the Western Cape Province, i.e. grade R-3 which began in 2014 as opposed to the Eastern Cape teachers who experienced difficulties due to limited curriculum implementation resources. Therefore, this research suggests that, the Language Task Team which worked on the new CAPS curriculum should have involved Deaf teachers and teachers more generally in their team and decisions. The research sought to find a theoretical or grammatical basis for the development of SASL, while at the same time providing empirical data gathered from the four respective school sites. This data is analysed and presented in the thesis.
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- Authors: Ganiso, Mirriam Nosiphiwo
- Date: 2017
- Subjects: Deaf -- Education -- South Africa , South African sign language -- Study and teaching , Sign language -- Study and teaching -- South Africa , Sign language -- Grammar
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7323 , vital:21242
- Description: This objective of this thesis is to present and critique sign language-in-education policy and different teaching pedagogies used by teachers in the Eastern and Western Cape Deaf schools. The research was conducted in four Deaf schools in the Eastern and Western Cape Provinces. Data was collected through methods which include interviews, observations and questionnaires. The study results revealed that there was inconsistency of teaching approaches used by teachers in these different schools because some of them lacked knowledge and sign language skills. Additionally, many teachers who are teaching in Deaf schools did not get sign language training. Thus, the study concluded that some teachers lack knowledge of teaching methods. Also Deaf schools’ principals and school governing bodies employ teachers who are coming from the mainstream and who are not necessarily aware of Deaf children’s needs, forgetting that Deaf learners will struggle without suitable resources. Furthermore, the study concluded that teachers use different teaching approaches, such as Total Communication, Oral Approach, Signed English, Bilingualism, South African Sign Language (SASL) and other means of communication. Deaf learners were also forced to use Oral Communication although some of them were totally deaf. The research showed that Deaf learners and Deaf teacher assistants were not pleased about the way Deaf learners were being taught. Deaf learners complained about teachers, that they lack sign language communication skills and as a result the learners became the interpreters for the teachers. Teachers in turn complained about the curriculum training which was provided for individual and selected teachers. The research also offers a comparative study, in the sense that the development of sign language across different countries from Europe and Africa as well as the United States of America, is included. The thesis furthermore explores the development of SASL CAPS Curriculum in the Western Cape Province, i.e. grade R-3 which began in 2014 as opposed to the Eastern Cape teachers who experienced difficulties due to limited curriculum implementation resources. Therefore, this research suggests that, the Language Task Team which worked on the new CAPS curriculum should have involved Deaf teachers and teachers more generally in their team and decisions. The research sought to find a theoretical or grammatical basis for the development of SASL, while at the same time providing empirical data gathered from the four respective school sites. This data is analysed and presented in the thesis.
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The life and literary works of Peter Tshobiso Mtuze: a critical analysis
- Authors: Mafrika, Andile Ernest
- Date: 2017
- Subjects: Mtuze, P T -- Criticism and interpretation , Mtuze, P T -- UDingezweni , Mtuze, P T -- Alitshoni lingaphumi , Mtuze, P T -- Amathol’ eendaba. , Authors, Xhosa , Xhosa literature -- History and criticism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4400 , vital:20658
- Description: This thesis is an exploration of the concept of Mphahlele’s African Humanism, against the backdrop of the life and work of Peter Tshobiso Mtuze, well-known author of isiXhosa books, critic, academic and spiritual leader. Mtuze’s commitment to the collective rather than the individual is clearly illustrated in the thesis, suggesting that his early life of struggle, his belated development as an acclaimed academic, as well as his spiritual growth are all intertwined and underpinned by African Humanism and an Afrocentric ethos.The thesis consists of six chapters with each chapter focusing on a particular aspect of the research topic. Chapter One deals with the introduction to the research topic. Part of the introductory material consists of conventional preliminaries such as a research statement, aim of study, methodology, main assumptions of the study and the significance and benefit of the study. Chapter Two is the theoretical foundation of the thesis. It covers the origin of African Humanism as consciousness and as a system of society, oral and written literature in Africa and the early Xhosa literary humanism. Chapter Three is an overview of the biographical background of Peter Tshobiso Mtuze, his Pass Law battles in different towns of South Africa, how he joined the African National Congress (ANC) and his working life and writing life. Chapter Four analyses two major novels, UDingezweni and Alitshoni lingaphumi, and a short story book, Amathol’ eendaba. The analysis aims at revealing African consciousness and African way of life with specific reference to Xhosa people. Chapter Five deals with Xhosa spirituality, its aspects and symbols, Mtuze’s Spirituality and Anglicanism and his writings. Chapter Six is a general conclusion that highlights the main aspects of the thesis, the African personality and the prospects of African humanism in today’s world.
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- Authors: Mafrika, Andile Ernest
- Date: 2017
- Subjects: Mtuze, P T -- Criticism and interpretation , Mtuze, P T -- UDingezweni , Mtuze, P T -- Alitshoni lingaphumi , Mtuze, P T -- Amathol’ eendaba. , Authors, Xhosa , Xhosa literature -- History and criticism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4400 , vital:20658
- Description: This thesis is an exploration of the concept of Mphahlele’s African Humanism, against the backdrop of the life and work of Peter Tshobiso Mtuze, well-known author of isiXhosa books, critic, academic and spiritual leader. Mtuze’s commitment to the collective rather than the individual is clearly illustrated in the thesis, suggesting that his early life of struggle, his belated development as an acclaimed academic, as well as his spiritual growth are all intertwined and underpinned by African Humanism and an Afrocentric ethos.The thesis consists of six chapters with each chapter focusing on a particular aspect of the research topic. Chapter One deals with the introduction to the research topic. Part of the introductory material consists of conventional preliminaries such as a research statement, aim of study, methodology, main assumptions of the study and the significance and benefit of the study. Chapter Two is the theoretical foundation of the thesis. It covers the origin of African Humanism as consciousness and as a system of society, oral and written literature in Africa and the early Xhosa literary humanism. Chapter Three is an overview of the biographical background of Peter Tshobiso Mtuze, his Pass Law battles in different towns of South Africa, how he joined the African National Congress (ANC) and his working life and writing life. Chapter Four analyses two major novels, UDingezweni and Alitshoni lingaphumi, and a short story book, Amathol’ eendaba. The analysis aims at revealing African consciousness and African way of life with specific reference to Xhosa people. Chapter Five deals with Xhosa spirituality, its aspects and symbols, Mtuze’s Spirituality and Anglicanism and his writings. Chapter Six is a general conclusion that highlights the main aspects of the thesis, the African personality and the prospects of African humanism in today’s world.
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Transcription, edition, translation and critical analysis of biographical poems contributed by S E K Mqhayi to early IsiXhosa newspapers
- Authors: Mazwi, Ntombomzi R
- Date: 2017
- Subjects: Mqhayi, S E K -- Criticism and interpretation , Mqhayi, S E K -- Translations , Xhosa language -- Transcription , Xhosa poetry -- History and criticism , Xhosa poetry -- Translations
- Language: English , Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/18570 , vital:22356
- Description: During the nineteenth century secular creative literature produced by missionaries and publishers was designed for the educational market and for school children and there was nothing for adults. Works of isiXhosa literature was controlled in content and freely edited by the missionaries to satisfy the demands of educational syllabuses. As a result, students at universities, scholars of literature and academics in higher education are lacking primary documents on this literature and therefore are forced to study the limited and unavailable literature books. This thesis concentrates on the work of a particular isiXhosa writer, namely that of S.E.K. Mqhayi. The earlier writers like S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo and others made their mark in South African literature and culture. Their works were published in journals and newspapers in isiXhosa by the missionaries. This means isiXhosa literature can be found in abundance in the earlier newspapers. What needs to be addressed is how the South African community and literature scholars mentioned above could have access to that work. Mqhayi is well known as the father of the isiXhosa language because of his substantial literary and linguistic contribution to the development of the language. As already mentioned he made his contribution through written work which was published in various newspapers of his time and unfortunately most people are unable to access this material, hence the focus of this thesis. The vast majority of his journalism remains as yet uncollected. However, scholars like Opland (1983) and Saule (1989) made some effort to bring this information to the public through their extensive research. S.E.K. Mqhayi’s popular poems have been published and analyzed over the last century and more recently (Qangule 1979; Kuse 1979; Opland 1983; Saule 1989 & 1996; Ntuli & Swanepoel 1993 and Opland 2009). However, in terms of quantity and value, these are negligible compared to what Mqhayi has published. There are still numerous of Mqhayi’s poems that would add value to the study and history of isiXhosa literature. The main aim of this research is to carry on from where these scholars left off and to bring to the fore the legacy Mqhayi left to the South African people. Hence, thirty (30) poems on people by S.E.K. Mqhayi have been transcribed from the old newspapers, re- typed, translated into English and analysed. These poems are largely published in newspapers but have never been subsequently republished, and hence they are almost completely unknown. The thirty (30) poems have been selected with the assistance of Professor Jeff Opland, a retired Professor from the University of London’s School of Oriental and African Studies (SOAS). The poems are from his Opland Collection of Xhosa Literature housed in Godalming, United Kingdom. They are presented in the manner in which they appeared originally, that is, in terms of isiXhosa orthography during the times of Mqhayi’s writing (Diplomatic Presentation). The data is analysed and discussed in relation to how Mqhayi’s biographical poems can give insight not only to Mqhayi’s subjects of praise, but into how he uses historical, political and sociocultural contexts in the praises of his subjects, meaning that the discussion revolves around the practice of the Historical-Biographical Criticism. The poems are translated into English to allow for this literature not only to be disseminated among isiXhosa speakers, but also to speakers of other languages who understand English. The translation method chosen is the one believed to produce the originality of the source text and sameness of meaning in the target text which is regarded as equivalence. This thesis therefore is an investigation into 30 poems selected from biographical poems written by S.E.K. Mqhayi in newspapers during the period 1899-1944. In essence this thesis presents an in-depth analysis of Mqhayi’s poems against the backdrop of oral literary theory as expounded by theorists who have grappled with the orality-literacy debate, a debate which directly informs Mqhayi’s poetry as he was the first oral poet to transition between orality and literacy. , Uncwadi oluveliswe kwishumi elinesithoba lamakhulu eminyaka ziimishinari nabapapashi lwalwenzelwe izifundiswa kunye nabantwana besikolo kwaye akukho msebenzi mninzi ofumanekayo owawenzelwe abantu basekuhlaleni. Umsebenzi omninzi wokubhaliweyo kuncwadi lwesiXhosa wawulawulwa, uhlelwa kwaye ulungiselelwa uqingqo lwezifundo. Oko ke kuye kwabangela ukuba abafundi abakumaziko emfundo ephakamileyo, iimfundi zoncwadi kunye nabahlohli zingabinawo amaxwebhu okwenene oncwadi lwesiXhosa, kwaye loo nto yenza ukuba kufundwe kwaye kwenziwe uphando ngeencwadi ezimbalwa. Olu phando ke ngoko luza kuqwalasela lugxininise kumsebenzi wombhali wesiXhosa onguS.E.K. Mqhayi. Ababhali bangaphambili abafana noo-S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo nabanye bashiya ifuthe elikhulu kuncwadi nenkcubeko yoMzantsi Afrika. Imisebenzi yabo yayipapashwe ziimishinari ngesiXhosa kuluhlu lwemibhalo namaphephandaba. Oko ke kuthetha ukuthi le misebenzi yesiXhosa iyafumaneka kumaphepha-ndaba angaphambili. Okufuneka kulungisiwe yindlela abemi boMzantsi Afrika kunye nezi mfundi zoncwadi zikhankanywe ngentla zingathi ziwufumane lo msebenzi waba babhali bangaphambili. UMqhayi waziwa ngokuba yinkcuba- buchopho yolwimi lwesiXhosa kwaye udlale indima enkulu kakhulu ekuphuhliseni ulwimi lwesiXhosa. Njengokuba sele ikhankanyiwe ngentla, umsebenzi wakhe upapashwe kumaphephandaba awohlukeneyo wela xesha wayesaphila kwaye kungelishwa ke ukuba abantu abaninzi abakwazi ukuwufumana loo msebenzi. Eminye yemisebenzi yakhe emininzi ke kodwa ayiqokelelwanga. Iingcali ezifana noo-Opland (1983) noSaule (1989) zaye zenza uphando olukhulu zizama ukuzisa olu lwazi eluntwini, kodwa oko akwanelanga. Kwiminyaka edlulileyo imibongo edumileyo ka-S.E.K. Mqhayi sele yapapashwa (Qangule, 1979; Kuse, 1979; Opland, 1983 & 2009; Saule, 1989 & 1996; Ntuli & Swanepoel, 1993). Nangona kunjalo ke isekhona eminye imibongo kaMqhayi engekaveli nenokuthi ibe nenxaxheba kakhulu ekufundeni nasekufundiseni uncwadi lwesiXhosa. Olu phando ke kukuqhubeka apho aba babhali bakhankanyiweyo bayeke khona ukuzisa phambili umsebenzi nelifa elashiywa nguMqhayi kubemi baseMzantsi Afrika. Kungoko ke imibongo engabantu engama-30 kaMqhayi iza kuthi ikhutshelwe isuka kumaphephandaba akudala, iguqulelwe esiNgesini ze ihlahlelwe. Uninzi lwale mibongo ipapashwe kumaphephandaba akudala kwaye zange iphinde ipapashwe kwenye indawo, kungoko ke ingaziwa kakhulu. Ukukhethwa kwale mibongo ingama-30 kuncediswe nguNjingalwazi uJeff Opland, uNjingalwazi odla umhlala-phantsi weYunivesithi yase-London kwiSikolo seZifundo ngezaseAfrika naseMpumalanga (SOAS). Le mibongo isuka kuluhlu lwakhe athe waluqokelela nolubizwa ngokuba yi-Opland Collection of Xhosa Literature oluse- Godalming, e-United Kingdom. Indlela le mibongo eza kuthi ibhalwe ngayo yileyo uMqhayi wayeyibhale ngayo ngexesha lakhe. Le mibongo ihleliwe kwaye oko kubhaliweyo malunga nayo kuquka indlela apho imibongo kaMqhayi ngobomi babantu kuthi kubonise indlela abonga nabonisa ngayo izinto zoPolitiko, zakudala nezasekuhlaleni ezazisenzeka ngela xesha. Indlela ethi konke oku kuthi kuvele kule mibongo kaMqhayi kwaye kuya kuthi kuvezwe kolu phando. Ukuguqulelwa kwale mibongo esiNgesini kuya kuthi kuncede ukuba nabo bangasithethiyo isiXhosa bakwazi ukufumana le mibongo. Indlela esetyenzisiweyo yoguqulo-lwimi yale mibongo yileyo ivumela ukuba umbhalo uguqulelwe ngokufanayo nombhalo-ntsusa kwaye intsingiselo kumbhalo ekuguqulelwa kuwo ingatshintshi. Lo misebenzi ke ngoko uluphando lwemibongo engabantu ekhethiweyo engama30 ebhalwe nguSEK Mqhayi kumaphephandaba kwimiminyaka u1899 - 1944. Umongo wolu phando kukwenza uhlalutyo - nzulu lwemibongo kaMqhayi eyaleka kuphando - lwazi osele lwenziwe njengoko lucaciswa ziingcali ezithe zazamana nengxoxo yoncwadi lomlomo, ngxoxo leyo ethe yachaphazela ngokumandla umongo wezibongo zikaMqhayi njengembongi yokuqala ukuwela ukusuka kuncwadi lomlomo ukuya kuncwadi olubhaliweyo.
- Full Text:
- Authors: Mazwi, Ntombomzi R
- Date: 2017
- Subjects: Mqhayi, S E K -- Criticism and interpretation , Mqhayi, S E K -- Translations , Xhosa language -- Transcription , Xhosa poetry -- History and criticism , Xhosa poetry -- Translations
- Language: English , Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/18570 , vital:22356
- Description: During the nineteenth century secular creative literature produced by missionaries and publishers was designed for the educational market and for school children and there was nothing for adults. Works of isiXhosa literature was controlled in content and freely edited by the missionaries to satisfy the demands of educational syllabuses. As a result, students at universities, scholars of literature and academics in higher education are lacking primary documents on this literature and therefore are forced to study the limited and unavailable literature books. This thesis concentrates on the work of a particular isiXhosa writer, namely that of S.E.K. Mqhayi. The earlier writers like S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo and others made their mark in South African literature and culture. Their works were published in journals and newspapers in isiXhosa by the missionaries. This means isiXhosa literature can be found in abundance in the earlier newspapers. What needs to be addressed is how the South African community and literature scholars mentioned above could have access to that work. Mqhayi is well known as the father of the isiXhosa language because of his substantial literary and linguistic contribution to the development of the language. As already mentioned he made his contribution through written work which was published in various newspapers of his time and unfortunately most people are unable to access this material, hence the focus of this thesis. The vast majority of his journalism remains as yet uncollected. However, scholars like Opland (1983) and Saule (1989) made some effort to bring this information to the public through their extensive research. S.E.K. Mqhayi’s popular poems have been published and analyzed over the last century and more recently (Qangule 1979; Kuse 1979; Opland 1983; Saule 1989 & 1996; Ntuli & Swanepoel 1993 and Opland 2009). However, in terms of quantity and value, these are negligible compared to what Mqhayi has published. There are still numerous of Mqhayi’s poems that would add value to the study and history of isiXhosa literature. The main aim of this research is to carry on from where these scholars left off and to bring to the fore the legacy Mqhayi left to the South African people. Hence, thirty (30) poems on people by S.E.K. Mqhayi have been transcribed from the old newspapers, re- typed, translated into English and analysed. These poems are largely published in newspapers but have never been subsequently republished, and hence they are almost completely unknown. The thirty (30) poems have been selected with the assistance of Professor Jeff Opland, a retired Professor from the University of London’s School of Oriental and African Studies (SOAS). The poems are from his Opland Collection of Xhosa Literature housed in Godalming, United Kingdom. They are presented in the manner in which they appeared originally, that is, in terms of isiXhosa orthography during the times of Mqhayi’s writing (Diplomatic Presentation). The data is analysed and discussed in relation to how Mqhayi’s biographical poems can give insight not only to Mqhayi’s subjects of praise, but into how he uses historical, political and sociocultural contexts in the praises of his subjects, meaning that the discussion revolves around the practice of the Historical-Biographical Criticism. The poems are translated into English to allow for this literature not only to be disseminated among isiXhosa speakers, but also to speakers of other languages who understand English. The translation method chosen is the one believed to produce the originality of the source text and sameness of meaning in the target text which is regarded as equivalence. This thesis therefore is an investigation into 30 poems selected from biographical poems written by S.E.K. Mqhayi in newspapers during the period 1899-1944. In essence this thesis presents an in-depth analysis of Mqhayi’s poems against the backdrop of oral literary theory as expounded by theorists who have grappled with the orality-literacy debate, a debate which directly informs Mqhayi’s poetry as he was the first oral poet to transition between orality and literacy. , Uncwadi oluveliswe kwishumi elinesithoba lamakhulu eminyaka ziimishinari nabapapashi lwalwenzelwe izifundiswa kunye nabantwana besikolo kwaye akukho msebenzi mninzi ofumanekayo owawenzelwe abantu basekuhlaleni. Umsebenzi omninzi wokubhaliweyo kuncwadi lwesiXhosa wawulawulwa, uhlelwa kwaye ulungiselelwa uqingqo lwezifundo. Oko ke kuye kwabangela ukuba abafundi abakumaziko emfundo ephakamileyo, iimfundi zoncwadi kunye nabahlohli zingabinawo amaxwebhu okwenene oncwadi lwesiXhosa, kwaye loo nto yenza ukuba kufundwe kwaye kwenziwe uphando ngeencwadi ezimbalwa. Olu phando ke ngoko luza kuqwalasela lugxininise kumsebenzi wombhali wesiXhosa onguS.E.K. Mqhayi. Ababhali bangaphambili abafana noo-S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo nabanye bashiya ifuthe elikhulu kuncwadi nenkcubeko yoMzantsi Afrika. Imisebenzi yabo yayipapashwe ziimishinari ngesiXhosa kuluhlu lwemibhalo namaphephandaba. Oko ke kuthetha ukuthi le misebenzi yesiXhosa iyafumaneka kumaphepha-ndaba angaphambili. Okufuneka kulungisiwe yindlela abemi boMzantsi Afrika kunye nezi mfundi zoncwadi zikhankanywe ngentla zingathi ziwufumane lo msebenzi waba babhali bangaphambili. UMqhayi waziwa ngokuba yinkcuba- buchopho yolwimi lwesiXhosa kwaye udlale indima enkulu kakhulu ekuphuhliseni ulwimi lwesiXhosa. Njengokuba sele ikhankanyiwe ngentla, umsebenzi wakhe upapashwe kumaphephandaba awohlukeneyo wela xesha wayesaphila kwaye kungelishwa ke ukuba abantu abaninzi abakwazi ukuwufumana loo msebenzi. Eminye yemisebenzi yakhe emininzi ke kodwa ayiqokelelwanga. Iingcali ezifana noo-Opland (1983) noSaule (1989) zaye zenza uphando olukhulu zizama ukuzisa olu lwazi eluntwini, kodwa oko akwanelanga. Kwiminyaka edlulileyo imibongo edumileyo ka-S.E.K. Mqhayi sele yapapashwa (Qangule, 1979; Kuse, 1979; Opland, 1983 & 2009; Saule, 1989 & 1996; Ntuli & Swanepoel, 1993). Nangona kunjalo ke isekhona eminye imibongo kaMqhayi engekaveli nenokuthi ibe nenxaxheba kakhulu ekufundeni nasekufundiseni uncwadi lwesiXhosa. Olu phando ke kukuqhubeka apho aba babhali bakhankanyiweyo bayeke khona ukuzisa phambili umsebenzi nelifa elashiywa nguMqhayi kubemi baseMzantsi Afrika. Kungoko ke imibongo engabantu engama-30 kaMqhayi iza kuthi ikhutshelwe isuka kumaphephandaba akudala, iguqulelwe esiNgesini ze ihlahlelwe. Uninzi lwale mibongo ipapashwe kumaphephandaba akudala kwaye zange iphinde ipapashwe kwenye indawo, kungoko ke ingaziwa kakhulu. Ukukhethwa kwale mibongo ingama-30 kuncediswe nguNjingalwazi uJeff Opland, uNjingalwazi odla umhlala-phantsi weYunivesithi yase-London kwiSikolo seZifundo ngezaseAfrika naseMpumalanga (SOAS). Le mibongo isuka kuluhlu lwakhe athe waluqokelela nolubizwa ngokuba yi-Opland Collection of Xhosa Literature oluse- Godalming, e-United Kingdom. Indlela le mibongo eza kuthi ibhalwe ngayo yileyo uMqhayi wayeyibhale ngayo ngexesha lakhe. Le mibongo ihleliwe kwaye oko kubhaliweyo malunga nayo kuquka indlela apho imibongo kaMqhayi ngobomi babantu kuthi kubonise indlela abonga nabonisa ngayo izinto zoPolitiko, zakudala nezasekuhlaleni ezazisenzeka ngela xesha. Indlela ethi konke oku kuthi kuvele kule mibongo kaMqhayi kwaye kuya kuthi kuvezwe kolu phando. Ukuguqulelwa kwale mibongo esiNgesini kuya kuthi kuncede ukuba nabo bangasithethiyo isiXhosa bakwazi ukufumana le mibongo. Indlela esetyenzisiweyo yoguqulo-lwimi yale mibongo yileyo ivumela ukuba umbhalo uguqulelwe ngokufanayo nombhalo-ntsusa kwaye intsingiselo kumbhalo ekuguqulelwa kuwo ingatshintshi. Lo misebenzi ke ngoko uluphando lwemibongo engabantu ekhethiweyo engama30 ebhalwe nguSEK Mqhayi kumaphephandaba kwimiminyaka u1899 - 1944. Umongo wolu phando kukwenza uhlalutyo - nzulu lwemibongo kaMqhayi eyaleka kuphando - lwazi osele lwenziwe njengoko lucaciswa ziingcali ezithe zazamana nengxoxo yoncwadi lomlomo, ngxoxo leyo ethe yachaphazela ngokumandla umongo wezibongo zikaMqhayi njengembongi yokuqala ukuwela ukusuka kuncwadi lomlomo ukuya kuncwadi olubhaliweyo.
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“The Hellenistic ruler cult and Ptolemy I’s quest for legitimacy”
- Authors: Ntuli, Sihle
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6097 , vital:21031
- Description: Alexander III died suddenly in Babylon in 323 BC. With Philip III Arrhidaeus in a mentally deficient state and Alexander IV not being of age, Alexander died without a suitable heir. The task of succeeding one of the most storied legacies in the ancient world was left to the generals of Alexander III. On his deathbed, Alexander was asked who should lead the Macedonians, of which he allegedly replied “the strongest”. Thus began the process of selecting the individual who would succeed Alexander the Great, which ended up becoming a contentious task due to Macedonian succession customs. Subsequently the ‘Successors’ quarrelled over who should succeed Alexander as the true successor. The wars of the Successors are founded on an issue of legitimacy that qualifies the notion of the strongest. Being deemed the true successor of Alexander the Great meant the opportunity to continue a period of Macedonian dominance following the reigns of Philip II and Alexander III. Alexander III is hailed as one of the most extraordinary individuals of the ancient world with his imperial campaigns being widely documented, political stability being pinpointed as one of the Macedonian strong points during the period of their dominance. The ruler cult is a point of reference for the explaining the relative political stability throughout the reign of Alexander the Great. The ruler cult can be understood as a sociopolitical construct that hybridized the notion of the ruler with that of a religious leader. The oriental influence of Alexander’s campaigns in Asia would inform the customs and practices of the divine ruler. The Macedonians’ ability to establish a presence in foreign territories made such a social construct a necessity in the task of centralizing of minds for political stability. Alexander’s rendition of the cult informed the formalized Ptolemaic ruler cult. The similarities and differences of the renditions help us to understand this political tool that Ptolemy I required in order to be deemed the true successor of Alexander the Great. The following will be an investigation into whether Ptolemy I is able to attain legitimacy, firstly as a successor to Alexander the Great, secondly as Pharaoh of Egypt.
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- Authors: Ntuli, Sihle
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6097 , vital:21031
- Description: Alexander III died suddenly in Babylon in 323 BC. With Philip III Arrhidaeus in a mentally deficient state and Alexander IV not being of age, Alexander died without a suitable heir. The task of succeeding one of the most storied legacies in the ancient world was left to the generals of Alexander III. On his deathbed, Alexander was asked who should lead the Macedonians, of which he allegedly replied “the strongest”. Thus began the process of selecting the individual who would succeed Alexander the Great, which ended up becoming a contentious task due to Macedonian succession customs. Subsequently the ‘Successors’ quarrelled over who should succeed Alexander as the true successor. The wars of the Successors are founded on an issue of legitimacy that qualifies the notion of the strongest. Being deemed the true successor of Alexander the Great meant the opportunity to continue a period of Macedonian dominance following the reigns of Philip II and Alexander III. Alexander III is hailed as one of the most extraordinary individuals of the ancient world with his imperial campaigns being widely documented, political stability being pinpointed as one of the Macedonian strong points during the period of their dominance. The ruler cult is a point of reference for the explaining the relative political stability throughout the reign of Alexander the Great. The ruler cult can be understood as a sociopolitical construct that hybridized the notion of the ruler with that of a religious leader. The oriental influence of Alexander’s campaigns in Asia would inform the customs and practices of the divine ruler. The Macedonians’ ability to establish a presence in foreign territories made such a social construct a necessity in the task of centralizing of minds for political stability. Alexander’s rendition of the cult informed the formalized Ptolemaic ruler cult. The similarities and differences of the renditions help us to understand this political tool that Ptolemy I required in order to be deemed the true successor of Alexander the Great. The following will be an investigation into whether Ptolemy I is able to attain legitimacy, firstly as a successor to Alexander the Great, secondly as Pharaoh of Egypt.
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A corpus-based approach to writing in German as a foreign language in the South African tertiary context
- Authors: Ortner, Gwyndolen Jeanie
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3660 , http://hdl.handle.net/10962/d1021256
- Description: German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement in order to engage meaningfully with the literatures and cultures of German-speaking countries. This thesis investigates the process of teaching and learning to write in a more academic way in German as a foreign language at Rhodes University, using corpus linguistic tools for both analysis and instruction. The past 20 years have shown a shift from traditional teaching methods resting on notions of an underlying prescriptive grammar, to teaching based on insights from real-life language data (Gabrielatos, 2005; Krummes & Ensslin, 2012; Sinclair, 1997) and applications of corpora to teaching and learning have shown to be highly successful in many European contexts (Aijmer, 2010; Johns, 1991; Granger, et al., 2002; Varley, 2009). In the South African context however, this is a relatively new concept with few publications on the application of corpus linguistics to language teaching (Van Rooy, 2008), and one which does not seem to have reached its full potential. A writing course was instituted whose aim was two-fold: 1. to teach learners “every-day academic” German words (TAG words) and phrases (collocations) based on German mother-tongue corpus evidence; 2. to have learners write short assignments in German at regular intervals (Homstad & Thorson, 1996; Estes, et al., 1998); both aims with the overarching objective to improve the students’ academic register in German. After the writing course, 80% of the participants perceived that their writing had improved and specifically attributed this to the corpus-based instruction received during the writing course, and regular writing in German. Quantitative data (from the learner corpus created) shows a marked improvement in the use of the collocations taught. Moreover, participants (weaker students in particular) also found that their writing in English had improved as a result of the various exercises they had to complete as part of our German writing course.
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- Authors: Ortner, Gwyndolen Jeanie
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3660 , http://hdl.handle.net/10962/d1021256
- Description: German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement in order to engage meaningfully with the literatures and cultures of German-speaking countries. This thesis investigates the process of teaching and learning to write in a more academic way in German as a foreign language at Rhodes University, using corpus linguistic tools for both analysis and instruction. The past 20 years have shown a shift from traditional teaching methods resting on notions of an underlying prescriptive grammar, to teaching based on insights from real-life language data (Gabrielatos, 2005; Krummes & Ensslin, 2012; Sinclair, 1997) and applications of corpora to teaching and learning have shown to be highly successful in many European contexts (Aijmer, 2010; Johns, 1991; Granger, et al., 2002; Varley, 2009). In the South African context however, this is a relatively new concept with few publications on the application of corpus linguistics to language teaching (Van Rooy, 2008), and one which does not seem to have reached its full potential. A writing course was instituted whose aim was two-fold: 1. to teach learners “every-day academic” German words (TAG words) and phrases (collocations) based on German mother-tongue corpus evidence; 2. to have learners write short assignments in German at regular intervals (Homstad & Thorson, 1996; Estes, et al., 1998); both aims with the overarching objective to improve the students’ academic register in German. After the writing course, 80% of the participants perceived that their writing had improved and specifically attributed this to the corpus-based instruction received during the writing course, and regular writing in German. Quantitative data (from the learner corpus created) shows a marked improvement in the use of the collocations taught. Moreover, participants (weaker students in particular) also found that their writing in English had improved as a result of the various exercises they had to complete as part of our German writing course.
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A study on the role of the media in identity formation among isiXhosa speaking youth in Grahamstown with focus on SABC’s Yo TV
- Authors: Mabusela, Pumeza
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3661 , http://hdl.handle.net/10962/d1021302
- Description: This study explores the use of African languages, more specifically isiXhosa, in the South African Broadcasting Corporation (SABC). It does this by investigating the YO TV programme and its impact on identity formation amongst isiXhosa speaking youth. The research was conducted in Grahamstown which is located in the Eastern Cape province of South Africa. Young isiXhosa speakers were used as participants for questionnaires and focus group interviews. The location of the study within the Eastern Cape was driven by the fact that Grahamstown consists of mainly isiXhosa speakers, and young people are a big part of the population. Secondly, the participants were chosen in order to look at how isiXhosa and the Xhosa culture are represented in the YO TV programme through the lenses of young people who speak the language, and whether the representation of these two aspects plays a role in the formation of their identity. The goals of the research were to explore the relationship between language and youth identity, and the role of television in the construction of this identity. The research looked at the SABC’s YO TV which is a youth programme targeting South African youth who speak different languages and the role it plays in constructing the identity of isiXhosa speaking youth in relation to language and culture. It also examined for what purpose isiXhosa was used in the YO TV programme. The study further identified and critically analysed the already existing strategies used by the SABC to promote African languages in youth programs. The study made several findings, one of these being that there is a relationship that exists between language, culture and identity. As a result of this relationship, this study found that when one of these aspects is less represented on television, it affects the other(s). Thus, little representation of isiXhosa on YO TV has an impact on the identity formation of young isiXhosa speakers as they believe that language and culture are a part of who they are, their identity. This study also discovered that institutions of power such as the media play a key role in affirming the identity of young people. They play a role in influencing the way young people reason and do things. This study argues that television programmes such as the YO TV programme must use African languages, as well as English because the use of African languages adds value to how young people perceive them. The use of African languages on television will contribute to their growth and development. Moreover, the use of these languages in the media contributes in identity construction of young African language speakers.
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- Authors: Mabusela, Pumeza
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3661 , http://hdl.handle.net/10962/d1021302
- Description: This study explores the use of African languages, more specifically isiXhosa, in the South African Broadcasting Corporation (SABC). It does this by investigating the YO TV programme and its impact on identity formation amongst isiXhosa speaking youth. The research was conducted in Grahamstown which is located in the Eastern Cape province of South Africa. Young isiXhosa speakers were used as participants for questionnaires and focus group interviews. The location of the study within the Eastern Cape was driven by the fact that Grahamstown consists of mainly isiXhosa speakers, and young people are a big part of the population. Secondly, the participants were chosen in order to look at how isiXhosa and the Xhosa culture are represented in the YO TV programme through the lenses of young people who speak the language, and whether the representation of these two aspects plays a role in the formation of their identity. The goals of the research were to explore the relationship between language and youth identity, and the role of television in the construction of this identity. The research looked at the SABC’s YO TV which is a youth programme targeting South African youth who speak different languages and the role it plays in constructing the identity of isiXhosa speaking youth in relation to language and culture. It also examined for what purpose isiXhosa was used in the YO TV programme. The study further identified and critically analysed the already existing strategies used by the SABC to promote African languages in youth programs. The study made several findings, one of these being that there is a relationship that exists between language, culture and identity. As a result of this relationship, this study found that when one of these aspects is less represented on television, it affects the other(s). Thus, little representation of isiXhosa on YO TV has an impact on the identity formation of young isiXhosa speakers as they believe that language and culture are a part of who they are, their identity. This study also discovered that institutions of power such as the media play a key role in affirming the identity of young people. They play a role in influencing the way young people reason and do things. This study argues that television programmes such as the YO TV programme must use African languages, as well as English because the use of African languages adds value to how young people perceive them. The use of African languages on television will contribute to their growth and development. Moreover, the use of these languages in the media contributes in identity construction of young African language speakers.
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An overview of language policy implementation in the City of Tswane Metropolitan Municipality with a focus on translation as an activity of language policy implementation
- Seshoka, Keaobaka Omphile Precious
- Authors: Seshoka, Keaobaka Omphile Precious
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/932 , vital:20004
- Description: The South African Municipality Systems Act (2000) states that language should not act as a barrier of access for citizens with no or limited proficiency in English to municipal services, or in ensuring the right of citizens to participate in, and contribute to the social, cultural, intellectual, economic and political life of South African society. In that regard, it recommends that South African municipalities develop a culture of public participation by providing services in a language preferred and used by citizens within their municipality through translation, amongst other things. This study examines how the translation services, as articulated in the language policy and plan of the City of Tshwane Metropolitan Municipality, is used as a language implementation strategy and in facilitating public participation. It further assesses the quality of the translated information accessed by the different residents of the City of Tshwane Metropolitan Municipality against theories of translation appraisal. The main focus area of this research is on extent of the use of translation as an activity of corpus planning, to facilitate language policy implementation in the City of Tshwane Municipality to enable better public participation. It is hoped that the study will be able to give policy makers and those tasked with implementation, especially at government municipalities‘ strategies to assess and determine the state of translation services to improve functionality, quality and the extent to which translation activities contribute to corpus planning.
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- Authors: Seshoka, Keaobaka Omphile Precious
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/932 , vital:20004
- Description: The South African Municipality Systems Act (2000) states that language should not act as a barrier of access for citizens with no or limited proficiency in English to municipal services, or in ensuring the right of citizens to participate in, and contribute to the social, cultural, intellectual, economic and political life of South African society. In that regard, it recommends that South African municipalities develop a culture of public participation by providing services in a language preferred and used by citizens within their municipality through translation, amongst other things. This study examines how the translation services, as articulated in the language policy and plan of the City of Tshwane Metropolitan Municipality, is used as a language implementation strategy and in facilitating public participation. It further assesses the quality of the translated information accessed by the different residents of the City of Tshwane Metropolitan Municipality against theories of translation appraisal. The main focus area of this research is on extent of the use of translation as an activity of corpus planning, to facilitate language policy implementation in the City of Tshwane Municipality to enable better public participation. It is hoped that the study will be able to give policy makers and those tasked with implementation, especially at government municipalities‘ strategies to assess and determine the state of translation services to improve functionality, quality and the extent to which translation activities contribute to corpus planning.
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Codeswitching online: a case study of a bilingual online maths programme for grade 7 learners in Diepsloot, Johannesburg
- Authors: von Witt, Nathalia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3983 , vital:20577
- Description: There is an education crisis in South Africa. Mathematics and literacy are at the forefront of the problem, as particularly evidenced by Annual National Assessment results (Department of Basic Education, 2014; Spaull, 2014). This research is motivated by the unequal access to quality learning which stems from learners learning through a poorly-understood second language with little to no cognitive academic language proficiency. The vast majority of South African learners learn through their second language, English, from Grade 4 onwards. English is the language of South Africa’s political economy and is a global lingua franca; however, the understanding of concepts and content learnt at school is vital if one is to have any hope of putting one’s English to good use. This research aimed to find a way to equip learners both with English proficiency and mathematical understanding simultaneously. This was done by implementing and evaluating an experimental bilingual course in an existing mathematics programme in the township of Diepsloot in Johannesburg, South Africa. This research used design-based research methodology, using both qualitative and quantitative research methods. This methodology was chosen as it allows theory and practice to intersect in a real-life setting, and for the successes and shortcomings of this intersection to be evaluated. This study encompasses both the evaluation and creation of the bilingual online mathematics course. The course is made bilingual through the creation of bilingual videos with the use of translanguaging and the creation of a bilingual glossary of terms. The videos were created using a translanguaging ‘model’ informed by theories of basic interpersonal communication skills and cognitive academic language proficiency (Cummins, 1981), common underlying proficiency (Cummins, 1991), codeswitching (Setati, 1998; Ncoko et al., 2000) and translanguaging (Makalela 2015; Creese and Blackledge, 2010a). The aim of this research was to create a successful translanguaging model which facilitates learners’ ability to conceptualise in their first language and then discuss and understand the concept in their second language.
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- Authors: von Witt, Nathalia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3983 , vital:20577
- Description: There is an education crisis in South Africa. Mathematics and literacy are at the forefront of the problem, as particularly evidenced by Annual National Assessment results (Department of Basic Education, 2014; Spaull, 2014). This research is motivated by the unequal access to quality learning which stems from learners learning through a poorly-understood second language with little to no cognitive academic language proficiency. The vast majority of South African learners learn through their second language, English, from Grade 4 onwards. English is the language of South Africa’s political economy and is a global lingua franca; however, the understanding of concepts and content learnt at school is vital if one is to have any hope of putting one’s English to good use. This research aimed to find a way to equip learners both with English proficiency and mathematical understanding simultaneously. This was done by implementing and evaluating an experimental bilingual course in an existing mathematics programme in the township of Diepsloot in Johannesburg, South Africa. This research used design-based research methodology, using both qualitative and quantitative research methods. This methodology was chosen as it allows theory and practice to intersect in a real-life setting, and for the successes and shortcomings of this intersection to be evaluated. This study encompasses both the evaluation and creation of the bilingual online mathematics course. The course is made bilingual through the creation of bilingual videos with the use of translanguaging and the creation of a bilingual glossary of terms. The videos were created using a translanguaging ‘model’ informed by theories of basic interpersonal communication skills and cognitive academic language proficiency (Cummins, 1981), common underlying proficiency (Cummins, 1991), codeswitching (Setati, 1998; Ncoko et al., 2000) and translanguaging (Makalela 2015; Creese and Blackledge, 2010a). The aim of this research was to create a successful translanguaging model which facilitates learners’ ability to conceptualise in their first language and then discuss and understand the concept in their second language.
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Representations of the ‘other’: a comparison between Roman descriptions of Britons, Gauls and Germans pre-AD 300 and Sir Harry Smith’s portrayal of the Xhosa 1830s – 1850s
- Authors: Van Wezel, Amy Hester
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4223 , vital:20634
- Description: Stereotypical representations of an ‘ethnically’ or ‘racially’ different ‘other’ in ancient texts would seem to reappear throughout history. By comparing Roman views of Britons, Gauls and Germans, with Sir Harry Smith’s views of the Xhosa, this study seeks to explore the extent to which these stereotypical images were employed and for what reasons. Through close textual analyses, the descriptions of these peoples are examined and compared, taking into consideration the different authors’ context and agendas. By highlighting Caesar’s views of the abilities of the ‘other’ and Tacitus’ judgements of the moral character of the ‘other’, compared with Smith’s view of the same, the study aims to draw out the role of the author’s ‘self’ in complex and contradictory representations of the ‘other’, while arguing that various overwhelmingly negative images served to justify imperial conquest and rule. The extent to which the ‘other’ was perceived as remote and different from themselves, epitomised in the dichotomy between the ‘barbarism’ and ‘civilisation’, is examined, comparing a variety of Roman authors with Smith. The similar idea of ‘civilising missions’ are discussed, while acknowledging the differences between the policies of the Roman and British Empires toward the ‘other’. The connections between how the ‘other’ was portrayed in relation to ‘Empire’ and the ways in which they were treated is also explored stressing even further the different approaches taken by Roman and British authorities to include these peoples within their Empires. While certain stereotypes are shown to have persisted from Roman times, reappearing in the writing of Sir Harry Smith, summed up in the archetypal ‘barbarian’, I argue that the use of these images was varied, inconsistent and reflected more the motives and personalities of the writers themselves, whofor the most part ascribed to imperial ideologies.
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- Authors: Van Wezel, Amy Hester
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4223 , vital:20634
- Description: Stereotypical representations of an ‘ethnically’ or ‘racially’ different ‘other’ in ancient texts would seem to reappear throughout history. By comparing Roman views of Britons, Gauls and Germans, with Sir Harry Smith’s views of the Xhosa, this study seeks to explore the extent to which these stereotypical images were employed and for what reasons. Through close textual analyses, the descriptions of these peoples are examined and compared, taking into consideration the different authors’ context and agendas. By highlighting Caesar’s views of the abilities of the ‘other’ and Tacitus’ judgements of the moral character of the ‘other’, compared with Smith’s view of the same, the study aims to draw out the role of the author’s ‘self’ in complex and contradictory representations of the ‘other’, while arguing that various overwhelmingly negative images served to justify imperial conquest and rule. The extent to which the ‘other’ was perceived as remote and different from themselves, epitomised in the dichotomy between the ‘barbarism’ and ‘civilisation’, is examined, comparing a variety of Roman authors with Smith. The similar idea of ‘civilising missions’ are discussed, while acknowledging the differences between the policies of the Roman and British Empires toward the ‘other’. The connections between how the ‘other’ was portrayed in relation to ‘Empire’ and the ways in which they were treated is also explored stressing even further the different approaches taken by Roman and British authorities to include these peoples within their Empires. While certain stereotypes are shown to have persisted from Roman times, reappearing in the writing of Sir Harry Smith, summed up in the archetypal ‘barbarian’, I argue that the use of these images was varied, inconsistent and reflected more the motives and personalities of the writers themselves, whofor the most part ascribed to imperial ideologies.
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The challenges of German-English literary translation: an exploration of Franz Kafka's Das Urteil (The Judgment) and Die Verwandlung (The Metamorphosis)
- Authors: Thabane, Mathaabe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3659 , http://hdl.handle.net/10962/d1021181
- Description: This thesis conducts a study of literary translation using selected texts by Franz Kafka as translated from German into English in the mid-twentieth century and in the early twenty-first century. This study entails a three-fold orientation, namely: to show the extent of the impact of socio-historical, political and cultural factors on both the translation process and translation product; secondly, it demonstrates the fact that a merging of theoretical principles and practical methods is necessary and possible for the study of literary translations; thirdly, it answers the questions of why the same literary works continue to be retranslated and why every generation of Kafka scholars and readers will need their own translations of his works. This research, furthermore, proposes that the position of literary translation should be elevated since this kind of translation can reveal more about the cultural and linguistic intricacies of the translation process. Seeking to contribute to the broader framework of the translation studies discipline, this thesis also makes a case for translators to reveal their translation process, in the form of notes or prefaces, in order to allow for informed studies of translations. Finally, the research at hand proposes some considerations for further study into literary translations and shows new trends in the sub-field of literary translation which will undoubtedly shift its current nature and call for theoretical and practical applications for more classes of languages.
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- Authors: Thabane, Mathaabe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3659 , http://hdl.handle.net/10962/d1021181
- Description: This thesis conducts a study of literary translation using selected texts by Franz Kafka as translated from German into English in the mid-twentieth century and in the early twenty-first century. This study entails a three-fold orientation, namely: to show the extent of the impact of socio-historical, political and cultural factors on both the translation process and translation product; secondly, it demonstrates the fact that a merging of theoretical principles and practical methods is necessary and possible for the study of literary translations; thirdly, it answers the questions of why the same literary works continue to be retranslated and why every generation of Kafka scholars and readers will need their own translations of his works. This research, furthermore, proposes that the position of literary translation should be elevated since this kind of translation can reveal more about the cultural and linguistic intricacies of the translation process. Seeking to contribute to the broader framework of the translation studies discipline, this thesis also makes a case for translators to reveal their translation process, in the form of notes or prefaces, in order to allow for informed studies of translations. Finally, the research at hand proposes some considerations for further study into literary translations and shows new trends in the sub-field of literary translation which will undoubtedly shift its current nature and call for theoretical and practical applications for more classes of languages.
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The development of trilingual literacy in primary schools in Kenya
- Authors: Mose, Peter N
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/815 , vital:19993
- Description: The Kenyan language in education policy contemplates development of trilingual literacy skills in pupils by the end of standard three. The purpose of this study was to determine to what extent standard three pupils were literate in their mother tongue (Ekegusii), Kiswahili, and English. The study was undertaken in the context of; a language in education policy that provides for the use of mother tongues and Kiswahili (as languages of instruction) in rural and urban schools respectively up to the end of standard three, followed by a transition to an English medium from standard four; a general negative public attitude towards mother tongue instruction; and substantial empirical evidence in support of mother tongue instruction in basic education. Cummins’ Linguistic Interdependence and Linguistic Threshold Hypotheses guided the study. Adopting a mixed methods approach, the study used direct classroom observations, face-to-face interviews, document analyses, and reading tests to obtain data. Thematic, content, and statistical approaches were used in data analysis. It was found that various stakeholders understand key aspects of the language in education policy differently. Secondly, efforts in mother tongue instruction in schools are not motivated by theoretical and empirical foundations; development efforts are hence ineffective and inadequate leaving majority of learners with below average literacy skills in their mother tongue by the end of standard three. Thirdly, teachers do not implement the language in education policy as spelt out in the relevant documents; the three languages have therefore been allocated various classroom functions. Fourthly, the factors that motivate the disregard of the language policy include the language of examinations and textbooks, and transition to standard four in which English is the language of instruction. Lastly, reading scores indicate that majority of pupils transiting to standard four do not possess adequate reading skills to enable them read to learn in a mother tongue, Kiswahili, and English. This is observed across rural, peri-urban, and urban schools. The study recommends that: The ministry of education conducts workshops to re-educate the relevant stakeholders on the meaning and significance of the language in education policy and the significance of mother tongue instruction in second language, literacy, and skill development. This should be followed by a re-classification of primary schools on the basis of linguistic homogeneity, or otherwise, to ensure the intention of the policy is achieved. This could include empowering individual schools to determine language of instruction in lower primary based on language predominance. Secondly, the ministry should provide relevant resources for mother tongues and Kiswahili to develop them as effective languages of instruction as recommended by various past education commission reports. Additionally, a bilingual course in teacher training colleges to equip primary school teachers for bilingualism and biliteracy development should be introduced; one implication of this is teachers giving notes and tests in the languages spelt out in the policy. Thirdly, the ministry should intensify inspection of schools to assess implementation of the policy. Fourthly, future studies should assess mother tongue literacies as well, since they determine the extent and success of second language acquisition and learning; and measures should be put to ensure English is adequately resourced and taught well. Finally, mother tongue instruction should be extended up to, at least, standard five.
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- Authors: Mose, Peter N
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/815 , vital:19993
- Description: The Kenyan language in education policy contemplates development of trilingual literacy skills in pupils by the end of standard three. The purpose of this study was to determine to what extent standard three pupils were literate in their mother tongue (Ekegusii), Kiswahili, and English. The study was undertaken in the context of; a language in education policy that provides for the use of mother tongues and Kiswahili (as languages of instruction) in rural and urban schools respectively up to the end of standard three, followed by a transition to an English medium from standard four; a general negative public attitude towards mother tongue instruction; and substantial empirical evidence in support of mother tongue instruction in basic education. Cummins’ Linguistic Interdependence and Linguistic Threshold Hypotheses guided the study. Adopting a mixed methods approach, the study used direct classroom observations, face-to-face interviews, document analyses, and reading tests to obtain data. Thematic, content, and statistical approaches were used in data analysis. It was found that various stakeholders understand key aspects of the language in education policy differently. Secondly, efforts in mother tongue instruction in schools are not motivated by theoretical and empirical foundations; development efforts are hence ineffective and inadequate leaving majority of learners with below average literacy skills in their mother tongue by the end of standard three. Thirdly, teachers do not implement the language in education policy as spelt out in the relevant documents; the three languages have therefore been allocated various classroom functions. Fourthly, the factors that motivate the disregard of the language policy include the language of examinations and textbooks, and transition to standard four in which English is the language of instruction. Lastly, reading scores indicate that majority of pupils transiting to standard four do not possess adequate reading skills to enable them read to learn in a mother tongue, Kiswahili, and English. This is observed across rural, peri-urban, and urban schools. The study recommends that: The ministry of education conducts workshops to re-educate the relevant stakeholders on the meaning and significance of the language in education policy and the significance of mother tongue instruction in second language, literacy, and skill development. This should be followed by a re-classification of primary schools on the basis of linguistic homogeneity, or otherwise, to ensure the intention of the policy is achieved. This could include empowering individual schools to determine language of instruction in lower primary based on language predominance. Secondly, the ministry should provide relevant resources for mother tongues and Kiswahili to develop them as effective languages of instruction as recommended by various past education commission reports. Additionally, a bilingual course in teacher training colleges to equip primary school teachers for bilingualism and biliteracy development should be introduced; one implication of this is teachers giving notes and tests in the languages spelt out in the policy. Thirdly, the ministry should intensify inspection of schools to assess implementation of the policy. Fourthly, future studies should assess mother tongue literacies as well, since they determine the extent and success of second language acquisition and learning; and measures should be put to ensure English is adequately resourced and taught well. Finally, mother tongue instruction should be extended up to, at least, standard five.
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The projection of gender based violence through characterisation and theme in Magqashela’s works, Isangxa siyawhuza, Umlindi and Amathaf’entandabuzo
- Authors: Somlata, B
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3971 , vital:20575
- Description: This study focuses on literature. The dissertation seeks to explore how Magqashela’s works Isangxa siyawhuza (2006), Amathaf’entandabuzo (2006) and Umlindi (2015) represent her characters to reveal gender based violence and stereotypes. As we, South Africans enfranchised and given the Act 108, a South African Constitution with Bill of rights, but it seems as if women and children do not enjoy these privileges because of high rate of violence against them. Through observation it is clear that theoretically every South African is free but practically some humans particularly women and young girls and discrimination. The researcher decided to choose female writer assuming that she is addressing women challenges as male writers are less interested to excavate women’s issues in their literary works. The reseacher also wanted to find out whether our female writer is disseminating women’s predicaments. By means of textual analysis the study investigates how gender based violence violates survivors and victims’ rights in chapter 3, and chapter 4 explores how unfaithful partners cause violence. It also explores the intervention of traditional justice and formal justice system in violent behavior caused by anger, jealousy and acquaintance of violent environment. Chapter 5 projects a stereotypical character in three selected literary texts. The whole thesis brings the prominent picture of how Gender Based Violence bodily harm the survivors and victims psychologically, physically and economically. It reveals rural women and young girls as the most vulnerable people and men as the worst perpetrators of Gender Based Violence in these literary texts. The thesis explains that the perpetrators are known by the survivors and victims hence there is a culture of silence. They are afraid of multiple abuses. The thesis relates character depiction of violence and stereotypes with current societal incidents quoting from newspapers, articles, journals and SABC online news as to disclose the accuracy of the author’s projection. Character analysis reveals that women are still discriminated and oppressed by their counterparts. The discussions succinctly elucidate that the underestimation of women and children are rooted by cultural traditional norms and values as well as Christian religion .These societal factors are promoting patriarchal perception which says men are dominant and women are submissive. It says men are obliged to take control over women. African feminist theory; Feminism, Womanism and Stiwanism and Motherism are employed as a theoretical framework. These theories are against gender inequality, they are against African women and children maltreatment .The changes of the current society including women’s independency propels insecurity, unemployed, illiterate and underprivileged men to use violence as the way of taking back control over their intimate partners and the whole family. Relevant quotations from selected texts are employed to project character portrayal of gender based violence and stereotypes.
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- Authors: Somlata, B
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3971 , vital:20575
- Description: This study focuses on literature. The dissertation seeks to explore how Magqashela’s works Isangxa siyawhuza (2006), Amathaf’entandabuzo (2006) and Umlindi (2015) represent her characters to reveal gender based violence and stereotypes. As we, South Africans enfranchised and given the Act 108, a South African Constitution with Bill of rights, but it seems as if women and children do not enjoy these privileges because of high rate of violence against them. Through observation it is clear that theoretically every South African is free but practically some humans particularly women and young girls and discrimination. The researcher decided to choose female writer assuming that she is addressing women challenges as male writers are less interested to excavate women’s issues in their literary works. The reseacher also wanted to find out whether our female writer is disseminating women’s predicaments. By means of textual analysis the study investigates how gender based violence violates survivors and victims’ rights in chapter 3, and chapter 4 explores how unfaithful partners cause violence. It also explores the intervention of traditional justice and formal justice system in violent behavior caused by anger, jealousy and acquaintance of violent environment. Chapter 5 projects a stereotypical character in three selected literary texts. The whole thesis brings the prominent picture of how Gender Based Violence bodily harm the survivors and victims psychologically, physically and economically. It reveals rural women and young girls as the most vulnerable people and men as the worst perpetrators of Gender Based Violence in these literary texts. The thesis explains that the perpetrators are known by the survivors and victims hence there is a culture of silence. They are afraid of multiple abuses. The thesis relates character depiction of violence and stereotypes with current societal incidents quoting from newspapers, articles, journals and SABC online news as to disclose the accuracy of the author’s projection. Character analysis reveals that women are still discriminated and oppressed by their counterparts. The discussions succinctly elucidate that the underestimation of women and children are rooted by cultural traditional norms and values as well as Christian religion .These societal factors are promoting patriarchal perception which says men are dominant and women are submissive. It says men are obliged to take control over women. African feminist theory; Feminism, Womanism and Stiwanism and Motherism are employed as a theoretical framework. These theories are against gender inequality, they are against African women and children maltreatment .The changes of the current society including women’s independency propels insecurity, unemployed, illiterate and underprivileged men to use violence as the way of taking back control over their intimate partners and the whole family. Relevant quotations from selected texts are employed to project character portrayal of gender based violence and stereotypes.
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