"Let loose in the unthinkable unspeakable": waiting and alterity in Samuel Beckett's trilogy
- Authors: Marais, Jessica
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3917 , vital:20557
- Description: In this thesis, I examine the interrelated roles of waiting and alterity in Samuel Beckett's trilogy of novels: Molloy, Malone Dies and The Unnamable. The conventional understanding of waiting is as an intentional relationship between a waiting subject and an awaited object. This kind of waiting is end-directed, and, in order for it to be worthwhile, the awaited must, at some point, arrive. In the trilogy, however, the awaited never does arrive, and it is my contention that the novels are concerned with an unconventional kind of waiting, which, being without object or end, takes the form of a non-intentional relationship between waiter and awaited. Significantly, through the non-intentional wait, the subject awaits the unawaited. She or he thereby encounters the radically other, or that which cannot be rendered familiar or assimilated in any way – an unthinkable, unspeakable, ungraspable excess that overflows the limits of thought and language. The texts foreground the vexed question of response to such alterity: how can one approach the ungraspable as ungraspable, when it is in the nature of any approach to attempt to grasp? I argue that the texts explore a paradoxical form of "incurious seeking" as an avenue to accommodate the absolutely other.
- Full Text:
- Date Issued: 2016
- Authors: Marais, Jessica
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3917 , vital:20557
- Description: In this thesis, I examine the interrelated roles of waiting and alterity in Samuel Beckett's trilogy of novels: Molloy, Malone Dies and The Unnamable. The conventional understanding of waiting is as an intentional relationship between a waiting subject and an awaited object. This kind of waiting is end-directed, and, in order for it to be worthwhile, the awaited must, at some point, arrive. In the trilogy, however, the awaited never does arrive, and it is my contention that the novels are concerned with an unconventional kind of waiting, which, being without object or end, takes the form of a non-intentional relationship between waiter and awaited. Significantly, through the non-intentional wait, the subject awaits the unawaited. She or he thereby encounters the radically other, or that which cannot be rendered familiar or assimilated in any way – an unthinkable, unspeakable, ungraspable excess that overflows the limits of thought and language. The texts foreground the vexed question of response to such alterity: how can one approach the ungraspable as ungraspable, when it is in the nature of any approach to attempt to grasp? I argue that the texts explore a paradoxical form of "incurious seeking" as an avenue to accommodate the absolutely other.
- Full Text:
- Date Issued: 2016
A case for contemporary third literature: the black experience in the postmillennial fiction of three Kwela authors
- Authors: Mthembu, Lumumba
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3322 , vital:20480
- Description: This study seeks to uncover the manner in which the young black experience is constructed in three novels by Sifiso Mzobe, Kgebetli Moele and K. Sello Duiker. Young Blood, Untitled and Thirteen Cents all feature teenage narrators navigating the social milieu of South Africa in the twenty-first century. My analysis is informed by Frantz Fanon’s postcolonial theory because South Africa’s socio-economic landscape conforms to the divisions laid out in The Wretched of the Earth. I contend that post-apartheid South Africa is developing in a manner that is symptomatic of the Fanonian post-independence African state. My close reading of the novels teases out the conditions under which young black subjects must survive and express themselves. I look into the roles of the community, the government, the family, and the school in shaping this experience. Naturally, my discussion segues into questions of sexuality and gender as they intersect with race. I demonstrate how these texts fail and succeed as works of Third Literature, a genre derived from Third Cinema, which I have adapted due to its Fanonian ideological underpinning. Third Literature is a fundamentally revolutionary and activistic genre which seeks to pave the way for social change. In this regard, I concern myself with the recommendations these three authors may have for the readers of their texts. In conclusion, these texts demonstrate that racialized identities are social constructs with measurable experiential effects. However, there are ways of actively resisting or even
- Full Text:
- Date Issued: 2016
- Authors: Mthembu, Lumumba
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3322 , vital:20480
- Description: This study seeks to uncover the manner in which the young black experience is constructed in three novels by Sifiso Mzobe, Kgebetli Moele and K. Sello Duiker. Young Blood, Untitled and Thirteen Cents all feature teenage narrators navigating the social milieu of South Africa in the twenty-first century. My analysis is informed by Frantz Fanon’s postcolonial theory because South Africa’s socio-economic landscape conforms to the divisions laid out in The Wretched of the Earth. I contend that post-apartheid South Africa is developing in a manner that is symptomatic of the Fanonian post-independence African state. My close reading of the novels teases out the conditions under which young black subjects must survive and express themselves. I look into the roles of the community, the government, the family, and the school in shaping this experience. Naturally, my discussion segues into questions of sexuality and gender as they intersect with race. I demonstrate how these texts fail and succeed as works of Third Literature, a genre derived from Third Cinema, which I have adapted due to its Fanonian ideological underpinning. Third Literature is a fundamentally revolutionary and activistic genre which seeks to pave the way for social change. In this regard, I concern myself with the recommendations these three authors may have for the readers of their texts. In conclusion, these texts demonstrate that racialized identities are social constructs with measurable experiential effects. However, there are ways of actively resisting or even
- Full Text:
- Date Issued: 2016
A comparative study of syllables and morphemes as literacy processing units in word recognition: IsiXhosa and SeTswana
- Authors: Probert, Tracy Nicole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3266 , vital:20415
- Description: Word recognition is a core foundation of reading (Invenizzi and Hayes 2010) and involves interactions of language skills, metalinguistic skills and orthography. The extent of the interaction with one another in reading has yet to be fully explored, especially in the Southern-Bantu languages. This comparative study of isiXhosa and Setswana explores this three-way interaction between language skills (effect of Language of Learning and Teaching (LoLT)), metalinguistic skills (Phonological and Morphological Awareness) and orthography (conjunctivism vs. disjunctivism). This thesis is novel in three respects, (a) a set of linguistic-informed reading measures were developed in isiXhosa and Setswana for the first-time, (b) to my knowledge, the comparisons made and study of Morphological Awareness in the Southern-Bantu languages have never been done, and (c) the use of d-prime as a way of testing for grain size in reading is an innovative approach. Grade 3 and Grade 4 learners were tested on four independent linguistic tasks: an open-ended decomposition task, a Phonological Awareness task, a Morphological Awareness task and an independent reading measure. These tasks were administered to determine the grain size unit (Ziegler and Goswami 2005, Ziegler et al. 2001) which learners use in word recognition, with the grain sizes of syllables and morphemes being studied. Results showed that syllables were the dominant grain size in both isiXhosa and Setswana, with morphemes as secondary grains in isiXhosa. Grain size differed slightly between the two orthographies. These results are reflected in the scores on the metalinguistic tasks. LoLT was not shown to have a significant impact on word recognition in first-language reading. The Psycholinguistic Grain Size Theory (PGST) was found to be the most applicable model of word recognition to the Southern- Bantu languages, as opposed to the Dual-Route Cascade Model and Orthographic Depth Hypothesis. This thesis concludes with suggested adaptations to this theory in order to allow for morpheme grain size to be included. This study has implications for teaching practice and curriculum design, and contributes to a broader understanding of literacy in the foundation phase in the Southern-Bantu languages.
- Full Text:
- Date Issued: 2016
- Authors: Probert, Tracy Nicole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3266 , vital:20415
- Description: Word recognition is a core foundation of reading (Invenizzi and Hayes 2010) and involves interactions of language skills, metalinguistic skills and orthography. The extent of the interaction with one another in reading has yet to be fully explored, especially in the Southern-Bantu languages. This comparative study of isiXhosa and Setswana explores this three-way interaction between language skills (effect of Language of Learning and Teaching (LoLT)), metalinguistic skills (Phonological and Morphological Awareness) and orthography (conjunctivism vs. disjunctivism). This thesis is novel in three respects, (a) a set of linguistic-informed reading measures were developed in isiXhosa and Setswana for the first-time, (b) to my knowledge, the comparisons made and study of Morphological Awareness in the Southern-Bantu languages have never been done, and (c) the use of d-prime as a way of testing for grain size in reading is an innovative approach. Grade 3 and Grade 4 learners were tested on four independent linguistic tasks: an open-ended decomposition task, a Phonological Awareness task, a Morphological Awareness task and an independent reading measure. These tasks were administered to determine the grain size unit (Ziegler and Goswami 2005, Ziegler et al. 2001) which learners use in word recognition, with the grain sizes of syllables and morphemes being studied. Results showed that syllables were the dominant grain size in both isiXhosa and Setswana, with morphemes as secondary grains in isiXhosa. Grain size differed slightly between the two orthographies. These results are reflected in the scores on the metalinguistic tasks. LoLT was not shown to have a significant impact on word recognition in first-language reading. The Psycholinguistic Grain Size Theory (PGST) was found to be the most applicable model of word recognition to the Southern- Bantu languages, as opposed to the Dual-Route Cascade Model and Orthographic Depth Hypothesis. This thesis concludes with suggested adaptations to this theory in order to allow for morpheme grain size to be included. This study has implications for teaching practice and curriculum design, and contributes to a broader understanding of literacy in the foundation phase in the Southern-Bantu languages.
- Full Text:
- Date Issued: 2016
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.
- Full Text:
- Date Issued: 2016
- 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.
- Full Text:
- Date Issued: 2016
A critical analysis of the relationship between the South African Defence Force and the South African media from 1975-83
- Authors: Kirsten, Frederik Fouche
- Date: 2016
- Subjects: South Africa -- South African Defence Force , Mass media -- Political aspects -- South Africa , Freedom of information -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2626 , http://hdl.handle.net/10962/d1020841
- Description: The main focus of this thesis is to show the nature of the relationship between the South African Defence Force and the local media from 1975-83. The thesis will analyse issues specifically relating to the nature of the relationship and show how and why they are relevant to understanding the authoritarianism of the apartheid state. The nature of the relationship will be conceptualised by way of the analogy of a marriage. The thesis will show that for the SADF the relationship was “a marriage of convenience” whereas for the media it was a “marriage of necessity”. This relationship operated within the context of a highly militarised society that has been termed a “Garrison State”. The apartheid government introduced legislation governing reporting of defence matters and the media (namely the South African Defence Act 1957 including amendments made up until 1980) that imposed legal constraints within which defence correspondents had to operate. Moreover, the MID’s secret monitoring of the local media reveals the extent to which the military distrusted the media. A sampling of the coverage of defence matters in a selection of newspapers will reveal how their editorial staffs and reporters operated in a situation where the flow of information was controlled by the military. This will also show that certain defence correspondents cultivated close relations with SADF personnel to ensure that they were kept informed. The thesis will also show how the SADF reacted to the international media exposure of Operation Savannah and Operation Reindeer and how the SADF sought to limit the damage to its reputation by clamping down on the local media. The creation of two media commissions both headed by Justice MT Steyn, set out to investigate the manner in which local media reported on security issues in an environment in which the media and the public were confronted by the “Total Strategy” discourse of the apartheid government. The working relationship between the SADF and the media encapsulated in the thesis can be described as highly complex and the use of the “marriage” analogy assists in understanding this relationship.
- Full Text:
- Date Issued: 2016
- Authors: Kirsten, Frederik Fouche
- Date: 2016
- Subjects: South Africa -- South African Defence Force , Mass media -- Political aspects -- South Africa , Freedom of information -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2626 , http://hdl.handle.net/10962/d1020841
- Description: The main focus of this thesis is to show the nature of the relationship between the South African Defence Force and the local media from 1975-83. The thesis will analyse issues specifically relating to the nature of the relationship and show how and why they are relevant to understanding the authoritarianism of the apartheid state. The nature of the relationship will be conceptualised by way of the analogy of a marriage. The thesis will show that for the SADF the relationship was “a marriage of convenience” whereas for the media it was a “marriage of necessity”. This relationship operated within the context of a highly militarised society that has been termed a “Garrison State”. The apartheid government introduced legislation governing reporting of defence matters and the media (namely the South African Defence Act 1957 including amendments made up until 1980) that imposed legal constraints within which defence correspondents had to operate. Moreover, the MID’s secret monitoring of the local media reveals the extent to which the military distrusted the media. A sampling of the coverage of defence matters in a selection of newspapers will reveal how their editorial staffs and reporters operated in a situation where the flow of information was controlled by the military. This will also show that certain defence correspondents cultivated close relations with SADF personnel to ensure that they were kept informed. The thesis will also show how the SADF reacted to the international media exposure of Operation Savannah and Operation Reindeer and how the SADF sought to limit the damage to its reputation by clamping down on the local media. The creation of two media commissions both headed by Justice MT Steyn, set out to investigate the manner in which local media reported on security issues in an environment in which the media and the public were confronted by the “Total Strategy” discourse of the apartheid government. The working relationship between the SADF and the media encapsulated in the thesis can be described as highly complex and the use of the “marriage” analogy assists in understanding this relationship.
- Full Text:
- Date Issued: 2016
A psychobiographical study of Charlize Theron
- Authors: Prenter, Tracey
- Date: 2016
- Subjects: Theron, Charlize -- Psychology , Motion picture actors and actresses -- South Africa -- Biography , Motion picture actors and actresses -- United States -- Biography , Psychology -- Biographical methods
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3272 , http://hdl.handle.net/10962/d1020843
- Description: Psychobiographers study the lives of extraordinary, prominent, and enigmatic individuals. Psychobiographical research advances our insight into the uniqueness and complexity of the human personality and therefore makes a substantial contribution towards one of the major objectives of the field of psychology. Purposive sampling was employed to select Charlize Theron as the subject of this psychobiographical study. As the only South African who has won an Oscar, Theron is an exceptional individual who demonstrates tenacity and a will to succeed despite significant traumatic events in her childhood. The case study data was organised and analysed according to the general analytic approach developed by Huberman and Miles (2002) and one of Alexander’s (1990) strategies, namely questioning the data. Erikson’s psychosocial theory (1950, 1963, 1995) was selected to guide this study because it recognises the impact of socio-cultural influences on developmental processes and provides a comprehensive, staged framework for studying Theron’s personality development. This study contributes to the development of psychobiographical research in South Africa.
- Full Text:
- Date Issued: 2016
- Authors: Prenter, Tracey
- Date: 2016
- Subjects: Theron, Charlize -- Psychology , Motion picture actors and actresses -- South Africa -- Biography , Motion picture actors and actresses -- United States -- Biography , Psychology -- Biographical methods
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3272 , http://hdl.handle.net/10962/d1020843
- Description: Psychobiographers study the lives of extraordinary, prominent, and enigmatic individuals. Psychobiographical research advances our insight into the uniqueness and complexity of the human personality and therefore makes a substantial contribution towards one of the major objectives of the field of psychology. Purposive sampling was employed to select Charlize Theron as the subject of this psychobiographical study. As the only South African who has won an Oscar, Theron is an exceptional individual who demonstrates tenacity and a will to succeed despite significant traumatic events in her childhood. The case study data was organised and analysed according to the general analytic approach developed by Huberman and Miles (2002) and one of Alexander’s (1990) strategies, namely questioning the data. Erikson’s psychosocial theory (1950, 1963, 1995) was selected to guide this study because it recognises the impact of socio-cultural influences on developmental processes and provides a comprehensive, staged framework for studying Theron’s personality development. This study contributes to the development of psychobiographical research in South Africa.
- Full Text:
- Date Issued: 2016
A sociological analysis of the experiences of acceptance of Christian gay men within the Methodist Church of Southern Africa (MCSA) in Grahamstown
- Authors: Sipungu, Thoko Andy
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3961 , vital:20573
- Description: Buffington, Luibhéid, & Guy (2014: 1) argue that “in the contemporary world, our own sexuality and our sense of the sexualities of others colour all aspects of contemporary life, from interpersonal relations to foreign affairs.” In line with this statement, this study provides an account of how a person’s gay sexuality can possibly colour that person’s experience of acceptance by the Methodist Church of Southern Africa (MCSA) in Grahamstown. Samuel Hill (2008: 6) notes that there is an urgent need to create a dialectic between religious and secular discourse with regards to furthering our understanding of sexuality. Thus this thesis seeks to contribute to the body of scholarship that explores and discusses the disjuncture between one’s homosexual identity and one’s religious identity. Barton (2012: 2) notes that “gay people are often talked about but seldom listened to; rarely are they asked about their own oppression and the individuals and institutions oppressing them.” While adopting a qualitative approach utilising interviews to explore the stories of the respondents, this study applies Bourdieu’s concepts of field, habitus, social capital and symbolic violence in order to analyse the experiences of acceptance of gay men within the Methodist Church of Southern Africa (MCSA) in Grahamstown. With regard to the use Bourdieu’s concepts in the analysis of the experiences, the following dimensions were considered: i) construction of a gay identity within the field of Christianity as represented by the MCSA in this context, ii) the impact the field has on the ‘gay habitus’, iii) Social capital as an advantageous strategy in constructing a gay identity within the church, and iv) symbolic violence that gay men experience within the church. In analysing the conditions of the acceptance that gay men receive within the church, this study also uses Jacques Derrida’s concept of hospitality.
- Full Text:
- Date Issued: 2016
- Authors: Sipungu, Thoko Andy
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3961 , vital:20573
- Description: Buffington, Luibhéid, & Guy (2014: 1) argue that “in the contemporary world, our own sexuality and our sense of the sexualities of others colour all aspects of contemporary life, from interpersonal relations to foreign affairs.” In line with this statement, this study provides an account of how a person’s gay sexuality can possibly colour that person’s experience of acceptance by the Methodist Church of Southern Africa (MCSA) in Grahamstown. Samuel Hill (2008: 6) notes that there is an urgent need to create a dialectic between religious and secular discourse with regards to furthering our understanding of sexuality. Thus this thesis seeks to contribute to the body of scholarship that explores and discusses the disjuncture between one’s homosexual identity and one’s religious identity. Barton (2012: 2) notes that “gay people are often talked about but seldom listened to; rarely are they asked about their own oppression and the individuals and institutions oppressing them.” While adopting a qualitative approach utilising interviews to explore the stories of the respondents, this study applies Bourdieu’s concepts of field, habitus, social capital and symbolic violence in order to analyse the experiences of acceptance of gay men within the Methodist Church of Southern Africa (MCSA) in Grahamstown. With regard to the use Bourdieu’s concepts in the analysis of the experiences, the following dimensions were considered: i) construction of a gay identity within the field of Christianity as represented by the MCSA in this context, ii) the impact the field has on the ‘gay habitus’, iii) Social capital as an advantageous strategy in constructing a gay identity within the church, and iv) symbolic violence that gay men experience within the church. In analysing the conditions of the acceptance that gay men receive within the church, this study also uses Jacques Derrida’s concept of hospitality.
- Full Text:
- Date Issued: 2016
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.
- Full Text:
- Date Issued: 2016
- 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.
- Full Text:
- Date Issued: 2016
Accelerated development programmes for Black academics: Interrupting or reproducing social and cultural dominance?
- Authors: Booi, Masixole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3338 , vital:20483
- Description: A wide body of research literature on transformation of higher education institutions in South Africa has focused on institutional reform and restructuring, change in employment legislation and policies, transforming institutional culture(s) and student and staff demographics (Portnoi, 2009:373; Viljoen and Rothmann, 2002:3; Badat, 2007; 2010; Cloete, Muller, Makgoba and Ekong, 1997; Nieman, 2010). The literature on transformation of higher education institutions shows that the underrepresentation, recruiting and retaining of blacks and women in senior posts is still the major challenge faced by the project of transforming higher education, particularly in Historically White Institutions (HWIs). Universities have introduced a variety of ‘accelerated development’ programmes to meet this challenge and accelerate the entry into academia of black academics. The present study draws on Pierre Bourdieu’s notions of cultural capital, field and social capital to interpret the lived experiences of participants in the Accelerated Development Programme (ADP) of one HWI. In particular the study is interested in how, in the participants’ experience, they, as members of the programme, have or have not been able to contribute to the transformation of the culture(s) of the institution. The study critically examines the assumption that the institutional practices, values and norms can be changed only by socialising ‘new’ lecturers into an already existing dominant culture rather than seeing the need to socialise existing lecturers into a new culture informed by a democratic ethos.
- Full Text:
- Date Issued: 2016
- Authors: Booi, Masixole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3338 , vital:20483
- Description: A wide body of research literature on transformation of higher education institutions in South Africa has focused on institutional reform and restructuring, change in employment legislation and policies, transforming institutional culture(s) and student and staff demographics (Portnoi, 2009:373; Viljoen and Rothmann, 2002:3; Badat, 2007; 2010; Cloete, Muller, Makgoba and Ekong, 1997; Nieman, 2010). The literature on transformation of higher education institutions shows that the underrepresentation, recruiting and retaining of blacks and women in senior posts is still the major challenge faced by the project of transforming higher education, particularly in Historically White Institutions (HWIs). Universities have introduced a variety of ‘accelerated development’ programmes to meet this challenge and accelerate the entry into academia of black academics. The present study draws on Pierre Bourdieu’s notions of cultural capital, field and social capital to interpret the lived experiences of participants in the Accelerated Development Programme (ADP) of one HWI. In particular the study is interested in how, in the participants’ experience, they, as members of the programme, have or have not been able to contribute to the transformation of the culture(s) of the institution. The study critically examines the assumption that the institutional practices, values and norms can be changed only by socialising ‘new’ lecturers into an already existing dominant culture rather than seeing the need to socialise existing lecturers into a new culture informed by a democratic ethos.
- Full Text:
- Date Issued: 2016
Agreement and coordination in XiTsonga, SeSotho and IsiXhosa: an optimality theoretic perspective
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
- Full Text:
- Date Issued: 2016
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
- Full Text:
- Date Issued: 2016
An investigation into the discursive contructions of childhood masculinity and femininity in BEN 10
- Authors: Gharbaharan, Leah
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3384 , vital:20477
- Description: This thesis investigates the representation of gendered childhood in popular children’s television series Ben 10. The series focuses on ten year old Ben who is granted alien powers, deciding to use them to protect innocent people from danger. Alongside Ben is his ten year old female cousin, Gwen, presented as his foil and guide throughout the series. As the characters develop the series presents particular gendered ways of performing childhood and adolescence and responses to the challenges of growing up. Before charting the trajectories of masculinity and femininity of the series I provide a theoretical framework drawing on the work of Foucault for his conceptualisation of discourse, discursive regimes and discursive subjects. The discursive approach is further explored by outlining particular concepts posited by Connell and Butler who argue for the discursive construction and performativity of gender. Similarly, I employ a social constructionist approach to childhood, arguing for children as active meaning makers – albeit constrained by broader discourses. They are constantly learning behaviours which shape their social practice, indicating the significance of studies on children’s media. Consistent with a constructivist approach, this study employs a qualitative methodology to undertake a Critical Discourse Analysis of select episodes, also informed by narrative theories. These ideas underpin the textual analysis of each purposively sampled episode of the three series to present the progression of masculinity and femininity from childhood through early and later adolescence through the characters Ben and Gwen. The analysis serves to demonstrate that Rousseau’s gendered notions of childhood still have considerable purchase in the twenty-first century, particularly in relation to the female character. This study’s findings propose a shift in children’s televisual representations to espousing more liberal views of masculinity, wherein boys are permitted space to feel fear and anxiety. Unsurprisingly, the series continues to uphold traditional ideals of heteronormativity and a hegemonic masculinity which uses physicality to demonstrate dominance. Furthermore, despite the modern conception of self-actualising females the series expects its female characters to work doubly hard without fundamentally challenging patriarchal ideals. That conventional, patriarchal gender roles are rehearsed and privileged in this popular series has implications in terms of persistent gender inequalities.
- Full Text:
- Date Issued: 2016
- Authors: Gharbaharan, Leah
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3384 , vital:20477
- Description: This thesis investigates the representation of gendered childhood in popular children’s television series Ben 10. The series focuses on ten year old Ben who is granted alien powers, deciding to use them to protect innocent people from danger. Alongside Ben is his ten year old female cousin, Gwen, presented as his foil and guide throughout the series. As the characters develop the series presents particular gendered ways of performing childhood and adolescence and responses to the challenges of growing up. Before charting the trajectories of masculinity and femininity of the series I provide a theoretical framework drawing on the work of Foucault for his conceptualisation of discourse, discursive regimes and discursive subjects. The discursive approach is further explored by outlining particular concepts posited by Connell and Butler who argue for the discursive construction and performativity of gender. Similarly, I employ a social constructionist approach to childhood, arguing for children as active meaning makers – albeit constrained by broader discourses. They are constantly learning behaviours which shape their social practice, indicating the significance of studies on children’s media. Consistent with a constructivist approach, this study employs a qualitative methodology to undertake a Critical Discourse Analysis of select episodes, also informed by narrative theories. These ideas underpin the textual analysis of each purposively sampled episode of the three series to present the progression of masculinity and femininity from childhood through early and later adolescence through the characters Ben and Gwen. The analysis serves to demonstrate that Rousseau’s gendered notions of childhood still have considerable purchase in the twenty-first century, particularly in relation to the female character. This study’s findings propose a shift in children’s televisual representations to espousing more liberal views of masculinity, wherein boys are permitted space to feel fear and anxiety. Unsurprisingly, the series continues to uphold traditional ideals of heteronormativity and a hegemonic masculinity which uses physicality to demonstrate dominance. Furthermore, despite the modern conception of self-actualising females the series expects its female characters to work doubly hard without fundamentally challenging patriarchal ideals. That conventional, patriarchal gender roles are rehearsed and privileged in this popular series has implications in terms of persistent gender inequalities.
- Full Text:
- Date Issued: 2016
Being civil
- Matshoba, Zongezile Theophilus
- Authors: Matshoba, Zongezile Theophilus
- Date: 2016
- Language: English , Xhosa
- Type: Thesis , Masters , MA
- Identifier: vital:6017 , http://hdl.handle.net/10962/d1021237
- Description: My collection of short stories delves into government and governance, democracy, citizenship, civil servants, poverty, corruption and nepotism. My stories draw on the traditions of gritty urban crime fiction uncovering crimes of violence, service delivery, vandalism and corruption. They explore themes of mental cruelty and greed, self- preservation and community in rural areas, farms, townships and cities characterized by wrenching contradictions and inequalities. , This epic dramatic poetic verse delves into government and school governance, labour unions, liberation struggle, parenting and a wide range of school perceptions. It interrogates the roles of parents, teachers, students, department of education officials and that of other stakeholders that make use of schools. Influenced by William Wellington Gqoba’s ‘A great debate on education: a Parable’ wayback, it continues the education debate in the current post-democratic South Africa characterized by wrenching contradictions and inequalities. , This thesis is presented in two parts: English and isiXhosa.
- Full Text:
- Date Issued: 2016
- Authors: Matshoba, Zongezile Theophilus
- Date: 2016
- Language: English , Xhosa
- Type: Thesis , Masters , MA
- Identifier: vital:6017 , http://hdl.handle.net/10962/d1021237
- Description: My collection of short stories delves into government and governance, democracy, citizenship, civil servants, poverty, corruption and nepotism. My stories draw on the traditions of gritty urban crime fiction uncovering crimes of violence, service delivery, vandalism and corruption. They explore themes of mental cruelty and greed, self- preservation and community in rural areas, farms, townships and cities characterized by wrenching contradictions and inequalities. , This epic dramatic poetic verse delves into government and school governance, labour unions, liberation struggle, parenting and a wide range of school perceptions. It interrogates the roles of parents, teachers, students, department of education officials and that of other stakeholders that make use of schools. Influenced by William Wellington Gqoba’s ‘A great debate on education: a Parable’ wayback, it continues the education debate in the current post-democratic South Africa characterized by wrenching contradictions and inequalities. , This thesis is presented in two parts: English and isiXhosa.
- Full Text:
- Date Issued: 2016
Being for the Other: Surveillance and Depictions of Race, Gender, and Animals in Contemporary South African Fiction
- Authors: Laue, Kharys Ateh
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3848 , vital:20549
- Description: This thesis examines the depiction, in contemporary South African fiction, of irresponsibility and responsibility in relation to the raced, gendered, and animal Other. Through a close analysis of Jeremy Bentham’s Panopticon prison and Michel Foucault’s study of this design, I establish the notion of disciplinary surveillance or panopticism. This I take to be a mode of power that seeks, by means of an invisible gaze, to render its subjects docile. In my readings of J. M. Coetzee’s Waiting for the Barbarians, Zoë Wicomb’s Playing in the Light, Justin Cartwright’s White Lightning, and selected short stories from Wicomb’s You Can’t Get Lost in Cape Town and The One That Got Away, I demonstrate that oppressive authoritarian regimes are rooted in Benthamic principles of hyper-visibility and concealment. Disciplinary power, I contend, is effective precisely because it places an individual in a constant state of Being-for-Others, a term coined by Jean-Paul Sartre to describe the experience of objectification through another’s look. Judith Butler’s concept of gender performativity and W. E. B. Du Bois’s notion of black double consciousness frame my examination of, respectively, gender and racial oppression, while my discussion of animals appeals to Jacques Derrida’s work on the non-human. I show how surveillance, in each of the selected texts, functions through a racist and/or sexist and/or speciesist gaze that facilitates violent, irresponsible relationships with the human and non-human Other. The texts under discussion, however, also depict ways in which the Other actively resists and subverts regimes of oppression, often by means of a counter gaze that compels the protagonist, or the reader, to take up responsibility for Others. Ultimately, my study concludes that the fictional works of Coetzee, Wicomb, and Cartwright offer an ethics of empathetic responsibility, which I term Being for the Other, in opposition to mechanisms of disciplinary surveillance that seek to oppress, conceal, and dominate.
- Full Text:
- Date Issued: 2016
- Authors: Laue, Kharys Ateh
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3848 , vital:20549
- Description: This thesis examines the depiction, in contemporary South African fiction, of irresponsibility and responsibility in relation to the raced, gendered, and animal Other. Through a close analysis of Jeremy Bentham’s Panopticon prison and Michel Foucault’s study of this design, I establish the notion of disciplinary surveillance or panopticism. This I take to be a mode of power that seeks, by means of an invisible gaze, to render its subjects docile. In my readings of J. M. Coetzee’s Waiting for the Barbarians, Zoë Wicomb’s Playing in the Light, Justin Cartwright’s White Lightning, and selected short stories from Wicomb’s You Can’t Get Lost in Cape Town and The One That Got Away, I demonstrate that oppressive authoritarian regimes are rooted in Benthamic principles of hyper-visibility and concealment. Disciplinary power, I contend, is effective precisely because it places an individual in a constant state of Being-for-Others, a term coined by Jean-Paul Sartre to describe the experience of objectification through another’s look. Judith Butler’s concept of gender performativity and W. E. B. Du Bois’s notion of black double consciousness frame my examination of, respectively, gender and racial oppression, while my discussion of animals appeals to Jacques Derrida’s work on the non-human. I show how surveillance, in each of the selected texts, functions through a racist and/or sexist and/or speciesist gaze that facilitates violent, irresponsible relationships with the human and non-human Other. The texts under discussion, however, also depict ways in which the Other actively resists and subverts regimes of oppression, often by means of a counter gaze that compels the protagonist, or the reader, to take up responsibility for Others. Ultimately, my study concludes that the fictional works of Coetzee, Wicomb, and Cartwright offer an ethics of empathetic responsibility, which I term Being for the Other, in opposition to mechanisms of disciplinary surveillance that seek to oppress, conceal, and dominate.
- Full Text:
- Date Issued: 2016
Between sentences
- Authors: Thesen, Jo-Ann
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6007 , http://hdl.handle.net/10962/1021215
- Description: My stories explore different forms, including flash fiction. Some use the fairy tale form to combine fiction and non-fiction in order to reach the essence of the story. In this I am influenced by Kate Bernheimer, who speaks of the “flatness, abstraction, intuitive logic and normalized magic” of traditional fairy tales. A number of stories are set in the places I worked as a newspaper reporter. Here I use my old press reports as starting points for the real or imagined story behind the news – often involving miscommunication, dominance, exploitation, the tension between isolation and belonging, and the nuances of family relationships.
- Full Text:
- Date Issued: 2016
- Authors: Thesen, Jo-Ann
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6007 , http://hdl.handle.net/10962/1021215
- Description: My stories explore different forms, including flash fiction. Some use the fairy tale form to combine fiction and non-fiction in order to reach the essence of the story. In this I am influenced by Kate Bernheimer, who speaks of the “flatness, abstraction, intuitive logic and normalized magic” of traditional fairy tales. A number of stories are set in the places I worked as a newspaper reporter. Here I use my old press reports as starting points for the real or imagined story behind the news – often involving miscommunication, dominance, exploitation, the tension between isolation and belonging, and the nuances of family relationships.
- Full Text:
- Date Issued: 2016
bones & flesh
- Authors: Hammerton, Kerry
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6009 , http://hdl.handle.net/10962/d1021221
- Description: My collection encompasses personal relationships, intimacy, and the erotic, as well as more narrative poems grounded in landscapes, including urban and internal landscapes. Some were written in conversation with other poems or pieces of prose such as the stories of Noy Holland. I use free verse forms influenced by various prose poems as well as by the musical/tonal forms of poets such as Lorca. Other styles and influences include the darkness and directness of Spanish poetry particularly Rafael Alberti (esp. his book Concerning the Angels); and the confident and reflective style of Romanian poet Nina Cassian.
- Full Text:
- Date Issued: 2016
- Authors: Hammerton, Kerry
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6009 , http://hdl.handle.net/10962/d1021221
- Description: My collection encompasses personal relationships, intimacy, and the erotic, as well as more narrative poems grounded in landscapes, including urban and internal landscapes. Some were written in conversation with other poems or pieces of prose such as the stories of Noy Holland. I use free verse forms influenced by various prose poems as well as by the musical/tonal forms of poets such as Lorca. Other styles and influences include the darkness and directness of Spanish poetry particularly Rafael Alberti (esp. his book Concerning the Angels); and the confident and reflective style of Romanian poet Nina Cassian.
- Full Text:
- Date Issued: 2016
Changing planets and climates in select fantastic literature
- Authors: Ward, Brendan
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3994 , vital:20578
- Description: This thesis is concerned with literature’s engagement with the environment, specifically ecosystems and climate change. Literature of the fantastic, works that break from the tradition of mimetic literature and the limits of realism, are the focus of this thesis, which argues, alongside ecocriticism, that literature must be part of the interdisciplinary drive towards greater ecological awareness. Speculative literature adds fantastic elements or draws on scientific extrapolations into the future, and offers a platform to engage with the science of environmental issues alongside philosophical engagements with the relationship between humans and the more-than-human world around them. This thesis draws on ecocriticism to examine the role of reading and criticism in constructing more ecologically sustainable societies. From this position, it asks how fantasy can be used to convey these themes. As a result, this thesis is interested in definitions of fantasy, drawing on science fiction and fantasy to examine Kathryn Hume’s framework of the fantastic impulse. Placing fantastic texts on two axes, Hume examines the ways texts support or subvert the reader’s expectations, and encourage or discourage reflection on their extratextual worlds. This thesis contends that, texts that encourage engagement are most transformative, but that the spectrum of engagement and disengagement challenges authors to navigate between didacticism and emotive imagery. To show this, this thesis examines four series of novels drawing on the fantastic impulse. Frank Herbert’s Dune Chronicles, Kim Stanley Robinson’s Mars Trilogy and Science in the Capital, and George R.R. Martin’s A Song of Ice and Fire. The first two are on opposite ends of both of Hume’s axes, and imagine the challenges of constructing Earth-like ecosystems on other planets, asking questions about the sustainability of such a project as well as the possibilities of transforming society. The latter two engage with rapid climate change, Robinson’s looking at contemporary climate change and Martin’s engaging with historical climate change. They interrogate the impact of the climate on human and more- than-human life, and reveal the tension between comforting didactic revisions of human- environment interactions and framework-disturbing alternate ways of relating to the environment. This tension is where the fantastic is powerful, allowing alternate visions to pierce sceptical readers’ defences.
- Full Text:
- Date Issued: 2016
- Authors: Ward, Brendan
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3994 , vital:20578
- Description: This thesis is concerned with literature’s engagement with the environment, specifically ecosystems and climate change. Literature of the fantastic, works that break from the tradition of mimetic literature and the limits of realism, are the focus of this thesis, which argues, alongside ecocriticism, that literature must be part of the interdisciplinary drive towards greater ecological awareness. Speculative literature adds fantastic elements or draws on scientific extrapolations into the future, and offers a platform to engage with the science of environmental issues alongside philosophical engagements with the relationship between humans and the more-than-human world around them. This thesis draws on ecocriticism to examine the role of reading and criticism in constructing more ecologically sustainable societies. From this position, it asks how fantasy can be used to convey these themes. As a result, this thesis is interested in definitions of fantasy, drawing on science fiction and fantasy to examine Kathryn Hume’s framework of the fantastic impulse. Placing fantastic texts on two axes, Hume examines the ways texts support or subvert the reader’s expectations, and encourage or discourage reflection on their extratextual worlds. This thesis contends that, texts that encourage engagement are most transformative, but that the spectrum of engagement and disengagement challenges authors to navigate between didacticism and emotive imagery. To show this, this thesis examines four series of novels drawing on the fantastic impulse. Frank Herbert’s Dune Chronicles, Kim Stanley Robinson’s Mars Trilogy and Science in the Capital, and George R.R. Martin’s A Song of Ice and Fire. The first two are on opposite ends of both of Hume’s axes, and imagine the challenges of constructing Earth-like ecosystems on other planets, asking questions about the sustainability of such a project as well as the possibilities of transforming society. The latter two engage with rapid climate change, Robinson’s looking at contemporary climate change and Martin’s engaging with historical climate change. They interrogate the impact of the climate on human and more- than-human life, and reveal the tension between comforting didactic revisions of human- environment interactions and framework-disturbing alternate ways of relating to the environment. This tension is where the fantastic is powerful, allowing alternate visions to pierce sceptical readers’ defences.
- Full Text:
- Date Issued: 2016
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.
- Full Text:
- Date Issued: 2016
- 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.
- Full Text:
- Date Issued: 2016
Composing affect: reflection on configurations of body, sound and technology in contemporary South African performance
- Authors: Cilliers, Ilana
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3377 , vital:20478
- Description: This thesis engages with experiential performance modes through the lenses of phenomenology and affect theory. Because experiential performance relies per definition on personal, subjective ‘experience’, specific responses cannot be anticipated. However, by attempting to compose ‘affect’, a performance has the potential to ‘move’ an attendant towards response. Deleuze and Guattari define ‘affect’ as “an ability to affect and be affected….a prepersonal intensity corresponding to the passage from one experiential state of the body to another and implying an augmentation or diminution in that body’s capacity to act” (1987: xvi). One current strategy for manifesting affect in performance seems to be the ways in which different configurations of body, sound and technology are employed. The body is the means through which sound is received or ‘experienced’ in the phenomenological sense, but it can also act as a source for sonic material. The body is furthermore the means by which sonic technology is manipulated. It is the complex, reverberating relationships between body, sound and technology, and their potential for eliciting affective transformation, which is the focus of my enquiry. In the first chapter I unpack the roles of the natural phenomena, body and sound, and their complex relationships to affect. The chapter serves as philosophical basis for the rest of the investigation, and draws largely on works by philosophers Susan Kozel, Maurice Merleau-Ponty, Brian Massumi, Gille Deleuze and Félix Guatarri and sound theorists Don Ihde, Marshall McLuhan, Brandon LaBelle and Frances Dyson.In the remaining three chapters I discuss current South African theatre works that employ the strategy of placing emphasis on sound, sonic technology, and its relationship to the human body. These works are my own piece herTz (2014), Jaco Bouwer’s pieces Samsa-masjien (2014) and Na-aap (2013), and First Physical Theatre Company’s Everyday Falling (2010). While they range from being plays to physical theatre performances to performative experiments, they all place specific emphasis on sonic devices, drawing attention to sound by revealing microphones, speakers, midi boards, etc. to the attendants, and including the generation and manipulation of sound in the action of the performance.
- Full Text:
- Date Issued: 2016
- Authors: Cilliers, Ilana
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3377 , vital:20478
- Description: This thesis engages with experiential performance modes through the lenses of phenomenology and affect theory. Because experiential performance relies per definition on personal, subjective ‘experience’, specific responses cannot be anticipated. However, by attempting to compose ‘affect’, a performance has the potential to ‘move’ an attendant towards response. Deleuze and Guattari define ‘affect’ as “an ability to affect and be affected….a prepersonal intensity corresponding to the passage from one experiential state of the body to another and implying an augmentation or diminution in that body’s capacity to act” (1987: xvi). One current strategy for manifesting affect in performance seems to be the ways in which different configurations of body, sound and technology are employed. The body is the means through which sound is received or ‘experienced’ in the phenomenological sense, but it can also act as a source for sonic material. The body is furthermore the means by which sonic technology is manipulated. It is the complex, reverberating relationships between body, sound and technology, and their potential for eliciting affective transformation, which is the focus of my enquiry. In the first chapter I unpack the roles of the natural phenomena, body and sound, and their complex relationships to affect. The chapter serves as philosophical basis for the rest of the investigation, and draws largely on works by philosophers Susan Kozel, Maurice Merleau-Ponty, Brian Massumi, Gille Deleuze and Félix Guatarri and sound theorists Don Ihde, Marshall McLuhan, Brandon LaBelle and Frances Dyson.In the remaining three chapters I discuss current South African theatre works that employ the strategy of placing emphasis on sound, sonic technology, and its relationship to the human body. These works are my own piece herTz (2014), Jaco Bouwer’s pieces Samsa-masjien (2014) and Na-aap (2013), and First Physical Theatre Company’s Everyday Falling (2010). While they range from being plays to physical theatre performances to performative experiments, they all place specific emphasis on sonic devices, drawing attention to sound by revealing microphones, speakers, midi boards, etc. to the attendants, and including the generation and manipulation of sound in the action of the performance.
- Full Text:
- Date Issued: 2016
Constructing a local approach to journalism education: a study of Zambian educators’ conceptualisation of the ideal journalism curriculum
- Authors: Milupi, Mulako
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3552 , http://hdl.handle.net/10962/d1021228
- Description: This research is an investigation of Zambian journalism educators’ conception of the knowledge, competencies and values that should inform their teaching practice. The study establishes how such educators conceptualise of the purpose of journalism education within the Zambian context. As part of this examination, it identifies characteristics of this context that educators regard to be of relevance to their conceptualisation of such purpose. It then identifies what they understand as the implications for the design of the ideal journalism education curriculum. The study assesses the relevance of these perspectives to the teaching of journalism in Zambia, as an example of an African country with a ‘developing’ economy. The study draws for its theoretical framework on journalism studies generally and scholarship about journalism education more specifically. It is argued that a review of the global history of journalism education points to the existence of three main traditions of teaching that have developed internationally. The first of these traditions is described as being dedicated to the project of ‘professionalisation’; the second to the production of ‘critical practitioners’, and the third to the project of ‘social development’. These traditions are based on different understandings with regard to the principles on which journalism education programmes should be based and the kind of knowledge that they should draw on. It is noted that this body of literature does not include extensive research of the way in which particular groups of African journalism educators respond to these traditions. In order to contribute to such research, the empirical component of this study sets out to explore Zambian journalism educators’ conceptualisation of journalism education within their own social context. It does so by means of an exploration of journalism educators based, respectively, at the Evelyn Hone College of Applied Arts (EHC) and the University of Zambia (UNZA)’s Mass Communication Department. The foremost conclusion of the research is that both the professionalising and developmental tradition can be observed to influence the participants’ discussion.
- Full Text:
- Date Issued: 2016
- Authors: Milupi, Mulako
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3552 , http://hdl.handle.net/10962/d1021228
- Description: This research is an investigation of Zambian journalism educators’ conception of the knowledge, competencies and values that should inform their teaching practice. The study establishes how such educators conceptualise of the purpose of journalism education within the Zambian context. As part of this examination, it identifies characteristics of this context that educators regard to be of relevance to their conceptualisation of such purpose. It then identifies what they understand as the implications for the design of the ideal journalism education curriculum. The study assesses the relevance of these perspectives to the teaching of journalism in Zambia, as an example of an African country with a ‘developing’ economy. The study draws for its theoretical framework on journalism studies generally and scholarship about journalism education more specifically. It is argued that a review of the global history of journalism education points to the existence of three main traditions of teaching that have developed internationally. The first of these traditions is described as being dedicated to the project of ‘professionalisation’; the second to the production of ‘critical practitioners’, and the third to the project of ‘social development’. These traditions are based on different understandings with regard to the principles on which journalism education programmes should be based and the kind of knowledge that they should draw on. It is noted that this body of literature does not include extensive research of the way in which particular groups of African journalism educators respond to these traditions. In order to contribute to such research, the empirical component of this study sets out to explore Zambian journalism educators’ conceptualisation of journalism education within their own social context. It does so by means of an exploration of journalism educators based, respectively, at the Evelyn Hone College of Applied Arts (EHC) and the University of Zambia (UNZA)’s Mass Communication Department. The foremost conclusion of the research is that both the professionalising and developmental tradition can be observed to influence the participants’ discussion.
- Full Text:
- Date Issued: 2016
Creating evidence-based guidelines for healthy eating educational campaigns aimed at low-income South Africans: a case study of Grahamstown
- Authors: Booth, Christopher
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3336 , vital:20485
- Description: Through a literature review and qualitative research, this study explores what a media-centric nutritional intervention needs to include in order to be effective amongst those whose health is most impacted by poor nutrition – poorer and mostly black South Africans. The study sketches the current nutritional landscape of South Africa, and draws on both Behaviour Change Communication and Media Effect theories to hypothesise how a campaign might be devised to change popular understandings of the relationship between health and nutrition, and inspire some change in food consumption behaviours and choices. The study explores the key factors that drive nutritional behaviours (including the environmental constraint of cost, the peer pressure and socialisation of food, and the desire for knowledge and change) and explores how media-based interventions could be more effective. To do this, this study creates three layers of an idealised and hypothetical “Super 7” fruit and vegetable consumption promotion campaign. From this data, and the insights developed, new guidelines for possible future nutritional education campaigns are suggested and developed.
- Full Text:
- Date Issued: 2016
- Authors: Booth, Christopher
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3336 , vital:20485
- Description: Through a literature review and qualitative research, this study explores what a media-centric nutritional intervention needs to include in order to be effective amongst those whose health is most impacted by poor nutrition – poorer and mostly black South Africans. The study sketches the current nutritional landscape of South Africa, and draws on both Behaviour Change Communication and Media Effect theories to hypothesise how a campaign might be devised to change popular understandings of the relationship between health and nutrition, and inspire some change in food consumption behaviours and choices. The study explores the key factors that drive nutritional behaviours (including the environmental constraint of cost, the peer pressure and socialisation of food, and the desire for knowledge and change) and explores how media-based interventions could be more effective. To do this, this study creates three layers of an idealised and hypothetical “Super 7” fruit and vegetable consumption promotion campaign. From this data, and the insights developed, new guidelines for possible future nutritional education campaigns are suggested and developed.
- Full Text:
- Date Issued: 2016