: the representation of rape in Lewis Nkosi’s Mating Birds and Arthur Maimane’s Hate No More
- Authors: Yawa, Sibulele Yola
- Date: 2021-02
- Subjects: South Africa--Politics and government--1994 , Post-apartheid era--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21134 , vital:47131
- Description: The main aim of this thesis is to provide a literary study through a comparative analysis of how sexual politics are played out in the texts Mating Birds by Lewis Nkosi and Hate No More by Arthur Maimane. It seeks to determine the modalities of representation of rape in each text and also to investigate the extent to which the novels are similar or different in the way in which they represent sexual politics or the politics of rape during the apartheid era. This investigation was done using Frantz Fanon‟s postcolonial theory and, particularly, his seminal work, Black Skin, White Masks. Most importantly, for the purpose of this study, is Fanon‟s chapter on the love/sexual relationships between the man of colour and the white woman. This is helpful as Fanon touches on what he believes the attraction of the man of colour to the white woman stems from. Using Fanon‟s theory, one discovers that the motivation for Ndi Sibiya to allegedly rape Veronica stems from his anger at the system of apartheid and its oppression of black people. This is similar to Philip Mokone‟s case; the novel explicitly states that he was motivated by anger and his rape of Jean Ryan was a form of communication to the white people and the apartheid system. , Thesis (MA) (English) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-02
- Authors: Yawa, Sibulele Yola
- Date: 2021-02
- Subjects: South Africa--Politics and government--1994 , Post-apartheid era--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21134 , vital:47131
- Description: The main aim of this thesis is to provide a literary study through a comparative analysis of how sexual politics are played out in the texts Mating Birds by Lewis Nkosi and Hate No More by Arthur Maimane. It seeks to determine the modalities of representation of rape in each text and also to investigate the extent to which the novels are similar or different in the way in which they represent sexual politics or the politics of rape during the apartheid era. This investigation was done using Frantz Fanon‟s postcolonial theory and, particularly, his seminal work, Black Skin, White Masks. Most importantly, for the purpose of this study, is Fanon‟s chapter on the love/sexual relationships between the man of colour and the white woman. This is helpful as Fanon touches on what he believes the attraction of the man of colour to the white woman stems from. Using Fanon‟s theory, one discovers that the motivation for Ndi Sibiya to allegedly rape Veronica stems from his anger at the system of apartheid and its oppression of black people. This is similar to Philip Mokone‟s case; the novel explicitly states that he was motivated by anger and his rape of Jean Ryan was a form of communication to the white people and the apartheid system. , Thesis (MA) (English) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-02
Negotiating Coloured identities in conversation with peers in a post-apartheid Eastern Cape rural context
- Authors: Pretorius, Shaida Angelina
- Date: 2020-09
- Subjects: Colored people (South Africa) , Post-apartheid era--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21123 , vital:47115
- Description: The Coloured is a contested identity, and many who see themselves as “Coloured” are grappling with this social identity in a rapidly changing South African context. Therefore this study has sought to investigate how Coloured adolescents construct identities of what it means to be Coloured in conversation with their peers in the post-apartheid context. A qualitative study was conducted which allowed a phenomenon like the identity of Coloured young people to be studied in depth, openness and rich detail. The research sample for this study consisted of young Coloured people in their late adolescence, who either attended secondary school or had matriculated and attained the status of young adults, and had grown up in the rural Eastern Cape setting in which the study was conducted. Focus group discussions were held, three of the groups comprised both White and Coloured Afrikaans-speaking secondary school learners, while the remaining two comprised Coloured young people only (a total of thirty-three participants). Nonetheless, all five of the focus group discussions provided appropriate forums for the young Coloured participants to verbalise their experiences and the ways in which they constructed their identities as young Coloured members of post-apartheid South African society. A discursive and rhetorical analytic approach was utilized to analyze the data obtained from the focus group conversations held. This research project has adopted the perspective of discursive psychology and social constructionist meta-theory in investigating how Coloured adolescents construct ethnic identities in conversation. The analysis revealed that the adolescents in the study appear to negotiate constructive and liberated identities of Colouredness in dialogue with peers regarding the multi-cultural school setting as a social space, relating to peers and building friendships, as well as dealing with multi-cultural love relationships. There are indications that they succeed in transcending the apartheid barriers of the past in terms of relating to fellow South Africans, both Black and White. In contrast, there were also discourses of Colouredness that were more unsettling and pointing to heavy identity struggles. It became evident from the analysis that the narratives of what being Coloured means in the post-apartheid era were also saturated with senses of struggle, uncertainty, dissatisfaction, hopelessness, to mention a few. It appeared that many Coloured voices were trapped in ideologies of the past where Colouredness was equated with not being worthy enough, and being marginalised. The present study showed that Coloured adolescents often recite the discourse of the “inbetween-ness” in the construction of narratives of being Coloured. The sense of Colouredness emerging from these narratives seems to resonate with what was experienced during the Apartheid era. From a dialogical self perspective multivoicedness in terms of constructing identities of being Coloured in conversation emerged. In a cultural context of perceived tensions, contradictions and ambivalence living in the new South Africa as a Coloured young person gave rise to contestation of identities of being Coloured as well as a multiplicity and diversity of voices and identities, including voices that transcend the restrictions and boundaries of the past. The theory developed by Hermans and colleagues of the multi-voiced and dialogical self, allowed for this multiplicity and dynamic complexity of identities to be studied sufficiently. , Thesis (MSoc Sci) (Counselling Psychology) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2020-09
- Authors: Pretorius, Shaida Angelina
- Date: 2020-09
- Subjects: Colored people (South Africa) , Post-apartheid era--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21123 , vital:47115
- Description: The Coloured is a contested identity, and many who see themselves as “Coloured” are grappling with this social identity in a rapidly changing South African context. Therefore this study has sought to investigate how Coloured adolescents construct identities of what it means to be Coloured in conversation with their peers in the post-apartheid context. A qualitative study was conducted which allowed a phenomenon like the identity of Coloured young people to be studied in depth, openness and rich detail. The research sample for this study consisted of young Coloured people in their late adolescence, who either attended secondary school or had matriculated and attained the status of young adults, and had grown up in the rural Eastern Cape setting in which the study was conducted. Focus group discussions were held, three of the groups comprised both White and Coloured Afrikaans-speaking secondary school learners, while the remaining two comprised Coloured young people only (a total of thirty-three participants). Nonetheless, all five of the focus group discussions provided appropriate forums for the young Coloured participants to verbalise their experiences and the ways in which they constructed their identities as young Coloured members of post-apartheid South African society. A discursive and rhetorical analytic approach was utilized to analyze the data obtained from the focus group conversations held. This research project has adopted the perspective of discursive psychology and social constructionist meta-theory in investigating how Coloured adolescents construct ethnic identities in conversation. The analysis revealed that the adolescents in the study appear to negotiate constructive and liberated identities of Colouredness in dialogue with peers regarding the multi-cultural school setting as a social space, relating to peers and building friendships, as well as dealing with multi-cultural love relationships. There are indications that they succeed in transcending the apartheid barriers of the past in terms of relating to fellow South Africans, both Black and White. In contrast, there were also discourses of Colouredness that were more unsettling and pointing to heavy identity struggles. It became evident from the analysis that the narratives of what being Coloured means in the post-apartheid era were also saturated with senses of struggle, uncertainty, dissatisfaction, hopelessness, to mention a few. It appeared that many Coloured voices were trapped in ideologies of the past where Colouredness was equated with not being worthy enough, and being marginalised. The present study showed that Coloured adolescents often recite the discourse of the “inbetween-ness” in the construction of narratives of being Coloured. The sense of Colouredness emerging from these narratives seems to resonate with what was experienced during the Apartheid era. From a dialogical self perspective multivoicedness in terms of constructing identities of being Coloured in conversation emerged. In a cultural context of perceived tensions, contradictions and ambivalence living in the new South Africa as a Coloured young person gave rise to contestation of identities of being Coloured as well as a multiplicity and diversity of voices and identities, including voices that transcend the restrictions and boundaries of the past. The theory developed by Hermans and colleagues of the multi-voiced and dialogical self, allowed for this multiplicity and dynamic complexity of identities to be studied sufficiently. , Thesis (MSoc Sci) (Counselling Psychology) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2020-09
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