A century of IsiXhosa written poetry and the ideological contest in South Africa
- Authors: Mona, Godfrey Vulindlela
- Date: 2015
- Subjects: Xhosa poetry -- History and criticism , Protest poetry, Xhosa , Ideology and literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3651 , http://hdl.handle.net/10962/d1017892
- Description: The central argument of this inter-disciplinary study is that IsiXhosa written poetry of 1912 – 2012 is a terrain of the struggle between the contending dominant ideologies of Segregation, Apartheid and Charterism (post-Apartheid); and the subordinate/ subaltern ideologies of Africanism, Charterism (pre-democracy), Pan- Africanism, Black Consciousness Movement and other post Apartheid ideologies. The study highlights the mutual relationship between the text and the context by focussing on the ideological contest which manifests itself in both form and structure (i.e. aesthetic ideology) and the content (i.e. authorial ideology) of the poetry of different epochs between 1912 and 2012. The study is located within the framework of Antonio Gramsci’s theory of cultural construction. Gramsci postulates that ideology and culture play a significant role in the process of asserting hegemony. Important concepts that constitute Gramsci’s theory of praxis are: ideology, culture, hegemony, organic intellectuals and both ideological and repressive state apparatuses. The first chapter presents the problem, the objectives, the methodology, and the scope of the study. The second chapter presents Gramsci’s theory of cultural construction and the work of scholars who developed his theory further. The tool that is employed for analysis and interpretation of textual significations of IsiXhosa written poetry is the revolutionary aesthetics, which is proposed by Udenta. The third chapter analyses and interprets literature of the epoch of 1912-1934 and exposes the contest between Segregation and Africanism ideologies. The fourth chapter contextualises and analyses the literature of 1934 – 1948, the second phase of contestation between Segregation and Africanism. The fifth chapter deals with literature of the first and second halves of the Apartheid epoch (1948 - 1973). The Apartheid ideology contested with the Africanist ideology which transformed into the Charterism ideology in 1955. In 1960 Pan-Africanism ideology and in 1969 Black Consciousness Movement ideologies entered the contest. The sixth chapter examines literature of the period 1973 – 1994 which is the second phase of the Apartheid epoch that ends with the “glasnost” period of 1990 - 1994. The seventh chapter studies literature of the democracy period of 1994 – 2012. The eighth chapter is the summary and general conclusion. The illumination of the nexus between culture and ideology during the past century (1912 - 2012) will provide insights that will assist us in addressing the challenges we face during the democracy period, and in the development on Arts and Culture in general, and literature in particular
- Full Text:
- Authors: Mona, Godfrey Vulindlela
- Date: 2015
- Subjects: Xhosa poetry -- History and criticism , Protest poetry, Xhosa , Ideology and literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3651 , http://hdl.handle.net/10962/d1017892
- Description: The central argument of this inter-disciplinary study is that IsiXhosa written poetry of 1912 – 2012 is a terrain of the struggle between the contending dominant ideologies of Segregation, Apartheid and Charterism (post-Apartheid); and the subordinate/ subaltern ideologies of Africanism, Charterism (pre-democracy), Pan- Africanism, Black Consciousness Movement and other post Apartheid ideologies. The study highlights the mutual relationship between the text and the context by focussing on the ideological contest which manifests itself in both form and structure (i.e. aesthetic ideology) and the content (i.e. authorial ideology) of the poetry of different epochs between 1912 and 2012. The study is located within the framework of Antonio Gramsci’s theory of cultural construction. Gramsci postulates that ideology and culture play a significant role in the process of asserting hegemony. Important concepts that constitute Gramsci’s theory of praxis are: ideology, culture, hegemony, organic intellectuals and both ideological and repressive state apparatuses. The first chapter presents the problem, the objectives, the methodology, and the scope of the study. The second chapter presents Gramsci’s theory of cultural construction and the work of scholars who developed his theory further. The tool that is employed for analysis and interpretation of textual significations of IsiXhosa written poetry is the revolutionary aesthetics, which is proposed by Udenta. The third chapter analyses and interprets literature of the epoch of 1912-1934 and exposes the contest between Segregation and Africanism ideologies. The fourth chapter contextualises and analyses the literature of 1934 – 1948, the second phase of contestation between Segregation and Africanism. The fifth chapter deals with literature of the first and second halves of the Apartheid epoch (1948 - 1973). The Apartheid ideology contested with the Africanist ideology which transformed into the Charterism ideology in 1955. In 1960 Pan-Africanism ideology and in 1969 Black Consciousness Movement ideologies entered the contest. The sixth chapter examines literature of the period 1973 – 1994 which is the second phase of the Apartheid epoch that ends with the “glasnost” period of 1990 - 1994. The seventh chapter studies literature of the democracy period of 1994 – 2012. The eighth chapter is the summary and general conclusion. The illumination of the nexus between culture and ideology during the past century (1912 - 2012) will provide insights that will assist us in addressing the challenges we face during the democracy period, and in the development on Arts and Culture in general, and literature in particular
- Full Text:
Exploring the relationship between an "English-only" language-in-education policy and bilingual practices in secondary schools in Zanzibar
- Authors: Maalim, Haroun Ayoub
- Date: 2015
- Subjects: Language and education -- Zanzibar , Native language and education -- Zanzibar , Code switching (Linguistics) -- Zanzibar , Language policy -- Zanzibar
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3650 , http://hdl.handle.net/10962/d1017891
- Description: This thesis reports on the relationship between an English-only language-ineducation policy and bilingual practices in secondary schools in Zanzibar. The focus is on language use in the classroom against the backdrop of a top-down and English-only language-in-education policy. The main purpose has been to gain an in-depth understanding of the relationship between the stipulations of the policy which was imposed from above and the judicious bilingual practices which are a commonly accepted as the norm in secondary schools in Zanzibar. The study employed a mixed method approach (QUAL+quant) and embraced elements of ethnography. The data for this study was gathered from two secondary schools which were purposively selected on the basis of parameters that were set in this study. Among other things, these include the secondary schools which have both ‘Ordinary level’ and ‘Advance level’, and the schools which teach the same subject using Kiswahili as the language of learning and teaching at one level, and English as the language of learning and teaching at another level. Data were obtained from multiple sources. On the one hand, through ethnography, classroom observations, semi-structured interviews and focus group discussions with teachers and students, and interviews with key actors were conducted. On the other hand, students’ test scripts, and students’ test and examination results (scores) were analysed. Both purposive and random sampling were used to get the participants. Drawing from Ruiz’s (1984) seminal tripartite orientations of language planning (language as right, language as problem, and language as resource) thematic analysis, content analysis, and the Statistical Package for the Social Sciences (SPSS) were used to analyse data. The findings reveal that the use of bilingual (English and Kiswahili) in English medium subjects is a resource rather than a deficit since an overwhelming majority of students and some teachers cannot function positively in the topdown English-only language-in-education policy. Most significantly, teachers use Kiswahili in English medium subjects as a strategy for teaching terminologies, abstract concepts, and unfamiliar topics, as well as for clarification of ideas and for comprehension check. The study further indicates that the examinations and tests of English medium subjects do not assess what is exactly intended to be assessed (subject matter), but instead they assess English language. In addition, empirical evidence shows that language is a factor for students’ achievements in that students performed considerably better when the subjects were assessed in Kiswahili compared to the same subjects assessed in English. The findings further reveal that Kiswahili is suitable to be used as a sole language of learning and teaching in secondary schools of Zanzibar. Based on these findings, the study recommends that the use of Kiswahili in English medium subjects should be officially recognised and students should be given options of the language of assessment as an urgent step. Furthermore, given the urgency of the need for improving students’ performance, it is now high time to introduce Kiswahili medium of instruction secondary schools in Zanzibar which should co-exist with English medium of instruction secondary schools.
- Full Text:
- Authors: Maalim, Haroun Ayoub
- Date: 2015
- Subjects: Language and education -- Zanzibar , Native language and education -- Zanzibar , Code switching (Linguistics) -- Zanzibar , Language policy -- Zanzibar
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3650 , http://hdl.handle.net/10962/d1017891
- Description: This thesis reports on the relationship between an English-only language-ineducation policy and bilingual practices in secondary schools in Zanzibar. The focus is on language use in the classroom against the backdrop of a top-down and English-only language-in-education policy. The main purpose has been to gain an in-depth understanding of the relationship between the stipulations of the policy which was imposed from above and the judicious bilingual practices which are a commonly accepted as the norm in secondary schools in Zanzibar. The study employed a mixed method approach (QUAL+quant) and embraced elements of ethnography. The data for this study was gathered from two secondary schools which were purposively selected on the basis of parameters that were set in this study. Among other things, these include the secondary schools which have both ‘Ordinary level’ and ‘Advance level’, and the schools which teach the same subject using Kiswahili as the language of learning and teaching at one level, and English as the language of learning and teaching at another level. Data were obtained from multiple sources. On the one hand, through ethnography, classroom observations, semi-structured interviews and focus group discussions with teachers and students, and interviews with key actors were conducted. On the other hand, students’ test scripts, and students’ test and examination results (scores) were analysed. Both purposive and random sampling were used to get the participants. Drawing from Ruiz’s (1984) seminal tripartite orientations of language planning (language as right, language as problem, and language as resource) thematic analysis, content analysis, and the Statistical Package for the Social Sciences (SPSS) were used to analyse data. The findings reveal that the use of bilingual (English and Kiswahili) in English medium subjects is a resource rather than a deficit since an overwhelming majority of students and some teachers cannot function positively in the topdown English-only language-in-education policy. Most significantly, teachers use Kiswahili in English medium subjects as a strategy for teaching terminologies, abstract concepts, and unfamiliar topics, as well as for clarification of ideas and for comprehension check. The study further indicates that the examinations and tests of English medium subjects do not assess what is exactly intended to be assessed (subject matter), but instead they assess English language. In addition, empirical evidence shows that language is a factor for students’ achievements in that students performed considerably better when the subjects were assessed in Kiswahili compared to the same subjects assessed in English. The findings further reveal that Kiswahili is suitable to be used as a sole language of learning and teaching in secondary schools of Zanzibar. Based on these findings, the study recommends that the use of Kiswahili in English medium subjects should be officially recognised and students should be given options of the language of assessment as an urgent step. Furthermore, given the urgency of the need for improving students’ performance, it is now high time to introduce Kiswahili medium of instruction secondary schools in Zanzibar which should co-exist with English medium of instruction secondary schools.
- Full Text:
- «
- ‹
- 1
- ›
- »