& salt the earth behind you
- Authors: Naidoo, Prenesa
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , South African fiction (English) -- 21st century , South African poetry (English) -- 21st century , Short stories, South African (English) -- 21st century , Diaries -- Authorship , Korean fiction -- 21st century -- History and criticism , Short stories, Argentine -- 21st century -- History and criticism , Arabic fiction -- Palestine 21st century -- History and criticism , Argentine fiction -- 21st century -- History and criticism
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178212 , vital:42921
- Description: My thesis is a collection of prose pieces in the form of short stories, flash fiction and prose poetry drawing on memory and lived experiences to explore the trauma of death, grief and displacement, solace and the paroxysms of home. As a young woman from an Indian South Africa community, Hindu superstitions and folktales are my second skin, and shape both my worldview and my writing. I am inspired by Lidia Yuknavitch’s observation that, “all artists see things that are not there”, and by Dambudzo Marechera’s belief that, “Beneath reality, there is always fantasy: the writer’s task is to reveal it, to open it out, to feel it, to experience it.” In my stories about trauma and grief, I often distort the line between seen and unseen worlds, where, for example, hauntings are taken seriously as lived experiences. I have also been influenced by Han Kang’s The White Book, Kali Fajardo-Anstine’s Sabrina & Corina, and Sandra Cisneros’ The House on Mango Street. Read together, Kang’s stand-alone short stories form part of a greater collective ‘memory’ or ‘life’; Fajardo-Anstine’s collection illustrates how to write about a specific female Latina community while still telling individual stories; and Cisneros’ fragments of memories tell the story of a person’s life in narratives which are as long or short as they need to be. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Naidoo, Prenesa
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , South African fiction (English) -- 21st century , South African poetry (English) -- 21st century , Short stories, South African (English) -- 21st century , Diaries -- Authorship , Korean fiction -- 21st century -- History and criticism , Short stories, Argentine -- 21st century -- History and criticism , Arabic fiction -- Palestine 21st century -- History and criticism , Argentine fiction -- 21st century -- History and criticism
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178212 , vital:42921
- Description: My thesis is a collection of prose pieces in the form of short stories, flash fiction and prose poetry drawing on memory and lived experiences to explore the trauma of death, grief and displacement, solace and the paroxysms of home. As a young woman from an Indian South Africa community, Hindu superstitions and folktales are my second skin, and shape both my worldview and my writing. I am inspired by Lidia Yuknavitch’s observation that, “all artists see things that are not there”, and by Dambudzo Marechera’s belief that, “Beneath reality, there is always fantasy: the writer’s task is to reveal it, to open it out, to feel it, to experience it.” In my stories about trauma and grief, I often distort the line between seen and unseen worlds, where, for example, hauntings are taken seriously as lived experiences. I have also been influenced by Han Kang’s The White Book, Kali Fajardo-Anstine’s Sabrina & Corina, and Sandra Cisneros’ The House on Mango Street. Read together, Kang’s stand-alone short stories form part of a greater collective ‘memory’ or ‘life’; Fajardo-Anstine’s collection illustrates how to write about a specific female Latina community while still telling individual stories; and Cisneros’ fragments of memories tell the story of a person’s life in narratives which are as long or short as they need to be. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-04
A council of women
- Authors: Sobekwa, Lelethu Anathi
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435988 , vital:73218
- Description: This thesis comprises extracts of life writing written in short prose forms. The work reads like a novella and I have been inspired by Margaret Patton Chapman’s approach to the novella, where she condenses “the telling of a long story time wise”, so that a story occurring over two years can be told over two pages. The thesis explores relationships between mother, daughter, grandmother and granddaughter, each with different life experiences and each teaching the next generation about how to navigate life as politically, socially and economically disadvantaged women. I have also drawn inspiration from authors such as NoViolet Bulawayo who explores the hypocrisies of the church and the government in We Need New Names. In Kate Bernheimer’s “Fairy Tale is Form, Form is Fairy Tale” she writes about fairy tales adopting “intuitive logic” or telling in the form of “this happens and then this happens” while the explanation behind the events is not spelt out but rather exists between the lines. My thesis adopts this style of writing by allowing the reader to understand what is being said without over-simplifying. To this end, I have used the concept of place modelled on Es’kia Mphahlele’s In Corner B, where characters are inscribed in relation to the spaces they inhabit. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Sobekwa, Lelethu Anathi
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435988 , vital:73218
- Description: This thesis comprises extracts of life writing written in short prose forms. The work reads like a novella and I have been inspired by Margaret Patton Chapman’s approach to the novella, where she condenses “the telling of a long story time wise”, so that a story occurring over two years can be told over two pages. The thesis explores relationships between mother, daughter, grandmother and granddaughter, each with different life experiences and each teaching the next generation about how to navigate life as politically, socially and economically disadvantaged women. I have also drawn inspiration from authors such as NoViolet Bulawayo who explores the hypocrisies of the church and the government in We Need New Names. In Kate Bernheimer’s “Fairy Tale is Form, Form is Fairy Tale” she writes about fairy tales adopting “intuitive logic” or telling in the form of “this happens and then this happens” while the explanation behind the events is not spelt out but rather exists between the lines. My thesis adopts this style of writing by allowing the reader to understand what is being said without over-simplifying. To this end, I have used the concept of place modelled on Es’kia Mphahlele’s In Corner B, where characters are inscribed in relation to the spaces they inhabit. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2023
- Full Text:
- Date Issued: 2023-10-13
A critical appraisal of Saule’s portrayal of women as Amadelakufa (resilient)
- Authors: Molubo, Rendani
- Date: 2020
- Subjects: Women in literature , Feminism -- Africa , Saule, N -- Vuleka Mhlaba , Saule, N -- Inkululeko Isentabeni , Saule, N -- Libambe Lingatshoni , Xhosa fiction -- History and criticism
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/143982 , vital:38300
- Description: This study seeks to explore how Professor Ncedile Saule’s works Vuleka Mhlaba (2006), Inkululeko Isentabeni (2010) and Libambe Lingatshoni (2017), depict female characters to reveal the inner resilience women embody. It is important to portray females as bold, intelligent and courageous beings as African women are subjected to major patriarchal myths. South Africa prides itself with a progressive Constitution and Bill of Rights that speaks of gender equality and the liberation of all persons. However, in practice women still live under patriarchal bondages and their efforts are side-lined, thus, the essentiality of writings that contributes towards the empowerment of women through displaying their resilience. Women in literature are mostly depicted as subordinate, submissive and emotional. At times they are portrayed as victims. They are very seldom portrayed as heroes or independent beings. They are constantly placed behind a man instead of in front of a man. This research aims to display women as heroes in their own capacity, without having to be dimmed by a man. The researcher decided to utilise writings of a male author so as to provide a different perspective from the norm that most male authors are known to write about in issues pertaining female characters. This is also deliberately done to encourage more male writers to change the mythical narration about women and start admiring their contributions without having them shadow any man. The projection of female resilience through the gaze of a male author gives hope that there are men who see and admire women’s efforts. It also indicates that men realise now that African feminisms are not against men and instead advocate for equality between men and women and recognise the greatness that could come out of a partnership between the two genders. Women’s behaviour and characteristics are mostly socially constructed, hence the need to exhibit the boldness that black women possess, instead of them only being utilised as nurturing sources and household caretakers. One of the purposes of this research study is to illustrate the resilience that women possess and analyse the forms of torment that women in Saule’s chosen novels have experienced and how their experience engenders resilience and a determination to succeed. The women in Saule’s three novels selected for this study break the traditional status quo. The approach that this paper will utilize is that of African Feminisms, focusing on Walker’s Womanism, Ogunyemi’s Africana Womanism, and Stiwanism as the theoretical approaches. This is because African Feminisms concentrates on the issues related to gender, race and class that African women across spectrums face.
- Full Text:
- Date Issued: 2020
- Authors: Molubo, Rendani
- Date: 2020
- Subjects: Women in literature , Feminism -- Africa , Saule, N -- Vuleka Mhlaba , Saule, N -- Inkululeko Isentabeni , Saule, N -- Libambe Lingatshoni , Xhosa fiction -- History and criticism
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/143982 , vital:38300
- Description: This study seeks to explore how Professor Ncedile Saule’s works Vuleka Mhlaba (2006), Inkululeko Isentabeni (2010) and Libambe Lingatshoni (2017), depict female characters to reveal the inner resilience women embody. It is important to portray females as bold, intelligent and courageous beings as African women are subjected to major patriarchal myths. South Africa prides itself with a progressive Constitution and Bill of Rights that speaks of gender equality and the liberation of all persons. However, in practice women still live under patriarchal bondages and their efforts are side-lined, thus, the essentiality of writings that contributes towards the empowerment of women through displaying their resilience. Women in literature are mostly depicted as subordinate, submissive and emotional. At times they are portrayed as victims. They are very seldom portrayed as heroes or independent beings. They are constantly placed behind a man instead of in front of a man. This research aims to display women as heroes in their own capacity, without having to be dimmed by a man. The researcher decided to utilise writings of a male author so as to provide a different perspective from the norm that most male authors are known to write about in issues pertaining female characters. This is also deliberately done to encourage more male writers to change the mythical narration about women and start admiring their contributions without having them shadow any man. The projection of female resilience through the gaze of a male author gives hope that there are men who see and admire women’s efforts. It also indicates that men realise now that African feminisms are not against men and instead advocate for equality between men and women and recognise the greatness that could come out of a partnership between the two genders. Women’s behaviour and characteristics are mostly socially constructed, hence the need to exhibit the boldness that black women possess, instead of them only being utilised as nurturing sources and household caretakers. One of the purposes of this research study is to illustrate the resilience that women possess and analyse the forms of torment that women in Saule’s chosen novels have experienced and how their experience engenders resilience and a determination to succeed. The women in Saule’s three novels selected for this study break the traditional status quo. The approach that this paper will utilize is that of African Feminisms, focusing on Walker’s Womanism, Ogunyemi’s Africana Womanism, and Stiwanism as the theoretical approaches. This is because African Feminisms concentrates on the issues related to gender, race and class that African women across spectrums face.
- Full Text:
- Date Issued: 2020
A critique of the language of record in South African courts in relation to selected university language policies
- Authors: Docrat, Zakeera
- Date: 2020
- Subjects: Language policy -- South Africa , Forensic linguistics -- South Africa , Communication in law -- South Africa , Language planning -- South Africa , Linguistic rights -- South Africa , Court interpreting and translating -- South Africa , Multilingual education -- South Africa , Language and education -- South Africa , Education, Higher -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/141394 , vital:37968
- Description: This interdisciplinary research located in the research area of forensic linguistics seeks to provide a critique of the monolingual language of record directive for courts in South Africa, while investigating how university language policies contribute the formulation of a monolingual language of record policy for courts, by graduating monolingual LLB students. The research commences with identifying the research problem, goals and objectives and how the language of record policy for courts is linked to university language planning. The research proceeds to an overview of scholarly literature concerning the historical developments of language planning in both the legal system and higher education in South Africa. The theoretical principles concerning the enacting of language legislation and policies is advanced in relation to the constitutional framework. This research furthermore provides a thorough critique of the constitutional framework where the language rights the other related language provisions are discussed in relation to the theory and the application thereof in case law. The research explicates that the language rights of African language speaking litigants is unfairly limited and that access to justice for these litigants is either unattainable or achieved to a lesser extent. The disparities between language, law and power are brought to the fore, where the relevant legislation and language policies fail to determine the language of record in courts as well as legislate the African language requirements for legal practitioners in giving meaning to the constitutional language rights. The language policies of six selected universities is discussed in relation to the legal system’s legislative and policy frameworks, outlining the need to transform the language of learning and teaching and develop the curriculum to support the legal system. In doing so, the shortcomings of the interpretation profession in South Africa are highlighted and the effects thereof on the language rights of litigants. This thesis advances seven African and international case studies, comprising Kenya, Morocco, Nigeria, Australia, Belgium, Canada and India. Each of the case studies provides an in-depth analysis of the language of record/proceedings in courts and the language competencies of legal practitioners and judicial officers in relation to their university education. The African case studies are illustrative that English on the African continent in courts and higher education is dominate and the resultant loss of indigenous languages marginalises people from mainstream society. The international case studies provide two models, Belgium and Canada, which South Africa can emulate, in enacting new legislation and policies and the amendment of current legislation, to ensure bilingual/ multilingual language policies are drafted for courts per province, where the language demographics present majority spoken languages alongside English. Furthermore, where courts interpret language rights and legislative and policy provisions in a purposive manner, where African language speakers are able to, fully realise their rights. Australia and India as multilingual models serve as important case studies where South Africa can learn from what to avoid, how to subvert challenges or adequately address these. These case studies highlight the dangers of a political elite who pursue an English only agenda at the expense of the indigenous languages and the speakers thereof. This thesis in conclusion provides interdisciplinary recommendations that need to be implemented in order to address the language question in South African courts and higher education.
- Full Text:
- Date Issued: 2020
- Authors: Docrat, Zakeera
- Date: 2020
- Subjects: Language policy -- South Africa , Forensic linguistics -- South Africa , Communication in law -- South Africa , Language planning -- South Africa , Linguistic rights -- South Africa , Court interpreting and translating -- South Africa , Multilingual education -- South Africa , Language and education -- South Africa , Education, Higher -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/141394 , vital:37968
- Description: This interdisciplinary research located in the research area of forensic linguistics seeks to provide a critique of the monolingual language of record directive for courts in South Africa, while investigating how university language policies contribute the formulation of a monolingual language of record policy for courts, by graduating monolingual LLB students. The research commences with identifying the research problem, goals and objectives and how the language of record policy for courts is linked to university language planning. The research proceeds to an overview of scholarly literature concerning the historical developments of language planning in both the legal system and higher education in South Africa. The theoretical principles concerning the enacting of language legislation and policies is advanced in relation to the constitutional framework. This research furthermore provides a thorough critique of the constitutional framework where the language rights the other related language provisions are discussed in relation to the theory and the application thereof in case law. The research explicates that the language rights of African language speaking litigants is unfairly limited and that access to justice for these litigants is either unattainable or achieved to a lesser extent. The disparities between language, law and power are brought to the fore, where the relevant legislation and language policies fail to determine the language of record in courts as well as legislate the African language requirements for legal practitioners in giving meaning to the constitutional language rights. The language policies of six selected universities is discussed in relation to the legal system’s legislative and policy frameworks, outlining the need to transform the language of learning and teaching and develop the curriculum to support the legal system. In doing so, the shortcomings of the interpretation profession in South Africa are highlighted and the effects thereof on the language rights of litigants. This thesis advances seven African and international case studies, comprising Kenya, Morocco, Nigeria, Australia, Belgium, Canada and India. Each of the case studies provides an in-depth analysis of the language of record/proceedings in courts and the language competencies of legal practitioners and judicial officers in relation to their university education. The African case studies are illustrative that English on the African continent in courts and higher education is dominate and the resultant loss of indigenous languages marginalises people from mainstream society. The international case studies provide two models, Belgium and Canada, which South Africa can emulate, in enacting new legislation and policies and the amendment of current legislation, to ensure bilingual/ multilingual language policies are drafted for courts per province, where the language demographics present majority spoken languages alongside English. Furthermore, where courts interpret language rights and legislative and policy provisions in a purposive manner, where African language speakers are able to, fully realise their rights. Australia and India as multilingual models serve as important case studies where South Africa can learn from what to avoid, how to subvert challenges or adequately address these. These case studies highlight the dangers of a political elite who pursue an English only agenda at the expense of the indigenous languages and the speakers thereof. This thesis in conclusion provides interdisciplinary recommendations that need to be implemented in order to address the language question in South African courts and higher education.
- Full Text:
- Date Issued: 2020
A critique of translated (isiXhosa to English) sworn statements by the South African Police Service
- Authors: Mvabaza, Aviwe
- Date: 2020
- Subjects: Forensic linguistics , Translators -- South Africa , Xhosa language -- Translating , Police administration -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/122869 , vital:35361
- Description: The thesis provides a critique of sworn statement translations in the South African Police Service. The study is a mixed method study, which is rooted in Translation and Forensic Linguistics. It focuses on translations of two languages, IsiXhosa and English, an activity that was observed by the researcher at the Ndevana Police Station under the Buffalo City Municipality near King William’s Town in the Eastern Cape Province. In addition to the data collection strategies, among others, the study also collected data through the use of questionnaires responded to by the Ndevana Location’s community members. Furthermore, it used a method of consented interviews with the police officers. The main aim of these interviews was to unearth the police officers’ views on whether they require Translators and Forensic Linguists to assist them. Moreover, the other data collection strategy used was the consented recordings of verbal statements made by complainants, facilitated by the capturing of translated written dockets after the reporting of an incident. The police officers involved and who were available in the precinct were Constables, Sergeants, Detectives, Warrant officers and the Captain. The study period was 90 days, and the data presented in the form of graphs is contained in the relevant upcoming chapters. The findings of the study were that there was indeed a need for Translators and/or Forensic Linguists in the precinct, as the statistics revealed, by both the police officers and the community members. An analysis of the transcribed material, the interviews with the police and the verbal statements made by the complainants written by the police were evidence of the need for Translators and Forensic Linguists by the South African Police Services.
- Full Text:
- Date Issued: 2020
- Authors: Mvabaza, Aviwe
- Date: 2020
- Subjects: Forensic linguistics , Translators -- South Africa , Xhosa language -- Translating , Police administration -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/122869 , vital:35361
- Description: The thesis provides a critique of sworn statement translations in the South African Police Service. The study is a mixed method study, which is rooted in Translation and Forensic Linguistics. It focuses on translations of two languages, IsiXhosa and English, an activity that was observed by the researcher at the Ndevana Police Station under the Buffalo City Municipality near King William’s Town in the Eastern Cape Province. In addition to the data collection strategies, among others, the study also collected data through the use of questionnaires responded to by the Ndevana Location’s community members. Furthermore, it used a method of consented interviews with the police officers. The main aim of these interviews was to unearth the police officers’ views on whether they require Translators and Forensic Linguists to assist them. Moreover, the other data collection strategy used was the consented recordings of verbal statements made by complainants, facilitated by the capturing of translated written dockets after the reporting of an incident. The police officers involved and who were available in the precinct were Constables, Sergeants, Detectives, Warrant officers and the Captain. The study period was 90 days, and the data presented in the form of graphs is contained in the relevant upcoming chapters. The findings of the study were that there was indeed a need for Translators and/or Forensic Linguists in the precinct, as the statistics revealed, by both the police officers and the community members. An analysis of the transcribed material, the interviews with the police and the verbal statements made by the complainants written by the police were evidence of the need for Translators and Forensic Linguists by the South African Police Services.
- Full Text:
- Date Issued: 2020
A historical sociolinguistic study on the conceptualisation and application of justice and law kwisizwe samaXhosa as documented in and extracted From SEK Mqhayi And W.W. Gqoba’s selected writings
- Authors: Ntshingana, Sanele
- Date: 2019
- Subjects: Gqoba, William Wellington , Mqhayi, S. E. K. , Xhosa literature -- History and criticism , Law in literature , Justice in literature
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/115339 , vital:34115
- Description: This study seeks to investigate the original meanings contained in lexical terms relating to law (umthetho) and justice (ubulungisa) and their application in the precolonial Xhosa social society as they make appearance in SEK Mqhayi’s novel Ityala lamawele (1914) and WW Gqoba’s Isizwe esinembali, (1873-188/2015). Both of these works were written and initially published at the early point of contact of amaXhosa with the art of writing, and so are set in a ‘traditional’ setting (in the case of Mqhayi) and at early contact with European societies in Eastern Nguni region. This academic endeavour is undertaken by employing critical discourse theoretical framework. The purpose is to investigate the conceptualisation of law and justice amongst amaXhosa, and the extent to which this conceptualisation reflects the philosophical worldview of amaXhosa, as embedded in their language. The paper makes inferences about conceptualisation of law and justice in precolonial Xhosa social settings, and offers proposals on what this conceptual understanding could mean if its potential contribution to the contemporary understanding and application of law and justice in South Africa could be tapped into. The motivation for this study emanates from the current intellectual contestations in higher education that today’s curricula present western knowledge systems as universal while marginalising indigenous epistemologies in teaching, learning and research practices. At the centre of these debates is how research, social and scientific thinking in humanities, is profoundly shaped by imported, racist, western “canonical” texts and theories. The arguments presented by various scholars argue that this enterprise firmly roots the collective imagination of students about the past and present in racist Eurocentric schematic frames, thus creating a problem of identity loss, and an intentional distortion of historical truths. The space for knowledge systems and experiences reflecting African memory and imagination is not only neglected, but distorted too. In this context, the study seeks to delve deeper into how African languages can be used to reconstruct knowledge systems that reflect African ways of understanding society as part of creating a curriculum that depicts “multiversal” ways of knowing (Tisani 2000; Santos, 2014). This study makes several findings, chief amongst which is that the legal and justice systems of the precolonial Xhosa society was both corrective as opposed to today’s punitive court system that South Africa inherited, largely from the West. It seeks to prove that AmaXhosa’s precolonial legal and justice system was focused more on reintegrating the offender back into society. The study further will show how the precolonial amaXhosa justice system was embedded in the concepts of ubulungisa (correct and re-intergrate) and isohlwayo (that which brings one to basics). Through discourse analysis of the early literary isiXhosa texts, the thesis discovers that the application of ubulungisa amongst amaXhosa back then was consistent with the philosophies embedded in the concepts. By exposing the collaboration networks between the white missionaries and the colonial administrators of the nineteenth century, the thesis will show how conspiracies were directed at erasing and displacing these indigenous epistemologies and to replacing them with colonial memories. To this end, missionary accounts, explorer diary entries and reports and early lexicographic material were produced and archived. Furthermore, this study makes a proposition that early written Xhosa texts be entrenched in the today’s curricula in order inform the process of making sense of the social experiences and knowledge systems of the indigenous people of South Africa, from the precolonial-past to the present. Throughout the study, the thesis presents a proposition these early Xhosa texts be studied in relation to their intellectual contributions. This, it is hoped, will boldly challenge the canonised knowledge and racist assumptions about the African knowledge systems and experiences.
- Full Text:
- Date Issued: 2019
- Authors: Ntshingana, Sanele
- Date: 2019
- Subjects: Gqoba, William Wellington , Mqhayi, S. E. K. , Xhosa literature -- History and criticism , Law in literature , Justice in literature
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/115339 , vital:34115
- Description: This study seeks to investigate the original meanings contained in lexical terms relating to law (umthetho) and justice (ubulungisa) and their application in the precolonial Xhosa social society as they make appearance in SEK Mqhayi’s novel Ityala lamawele (1914) and WW Gqoba’s Isizwe esinembali, (1873-188/2015). Both of these works were written and initially published at the early point of contact of amaXhosa with the art of writing, and so are set in a ‘traditional’ setting (in the case of Mqhayi) and at early contact with European societies in Eastern Nguni region. This academic endeavour is undertaken by employing critical discourse theoretical framework. The purpose is to investigate the conceptualisation of law and justice amongst amaXhosa, and the extent to which this conceptualisation reflects the philosophical worldview of amaXhosa, as embedded in their language. The paper makes inferences about conceptualisation of law and justice in precolonial Xhosa social settings, and offers proposals on what this conceptual understanding could mean if its potential contribution to the contemporary understanding and application of law and justice in South Africa could be tapped into. The motivation for this study emanates from the current intellectual contestations in higher education that today’s curricula present western knowledge systems as universal while marginalising indigenous epistemologies in teaching, learning and research practices. At the centre of these debates is how research, social and scientific thinking in humanities, is profoundly shaped by imported, racist, western “canonical” texts and theories. The arguments presented by various scholars argue that this enterprise firmly roots the collective imagination of students about the past and present in racist Eurocentric schematic frames, thus creating a problem of identity loss, and an intentional distortion of historical truths. The space for knowledge systems and experiences reflecting African memory and imagination is not only neglected, but distorted too. In this context, the study seeks to delve deeper into how African languages can be used to reconstruct knowledge systems that reflect African ways of understanding society as part of creating a curriculum that depicts “multiversal” ways of knowing (Tisani 2000; Santos, 2014). This study makes several findings, chief amongst which is that the legal and justice systems of the precolonial Xhosa society was both corrective as opposed to today’s punitive court system that South Africa inherited, largely from the West. It seeks to prove that AmaXhosa’s precolonial legal and justice system was focused more on reintegrating the offender back into society. The study further will show how the precolonial amaXhosa justice system was embedded in the concepts of ubulungisa (correct and re-intergrate) and isohlwayo (that which brings one to basics). Through discourse analysis of the early literary isiXhosa texts, the thesis discovers that the application of ubulungisa amongst amaXhosa back then was consistent with the philosophies embedded in the concepts. By exposing the collaboration networks between the white missionaries and the colonial administrators of the nineteenth century, the thesis will show how conspiracies were directed at erasing and displacing these indigenous epistemologies and to replacing them with colonial memories. To this end, missionary accounts, explorer diary entries and reports and early lexicographic material were produced and archived. Furthermore, this study makes a proposition that early written Xhosa texts be entrenched in the today’s curricula in order inform the process of making sense of the social experiences and knowledge systems of the indigenous people of South Africa, from the precolonial-past to the present. Throughout the study, the thesis presents a proposition these early Xhosa texts be studied in relation to their intellectual contributions. This, it is hoped, will boldly challenge the canonised knowledge and racist assumptions about the African knowledge systems and experiences.
- Full Text:
- Date Issued: 2019
A nasty chamber
- Authors: Jwara, Fortunate
- Date: 2022-10-14
- Subjects: Creative writing (Higher education) South Africa , South African fiction (English) 21st century
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406262 , vital:70253
- Description: Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Jwara, Fortunate
- Date: 2022-10-14
- Subjects: Creative writing (Higher education) South Africa , South African fiction (English) 21st century
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406262 , vital:70253
- Description: Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
A sea is brewing
- Authors: Mama, Sibongakonke
- Date: 2022-10-14
- Subjects: Creative writing (Higher education) South Africa , Xhosa poetry 21st century , South African poetry (English) 21st century , Psychic trauma in literature , Women in literature , Diaries -- Authorship , Books Reviews
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406281 , vital:70255
- Description: My thesis is a collection of poems that draws on the complexity of not belonging in places, with people, or within families. I engage my own alienation as well as that of my parents, black people generally, and women in particular. I take inspiration from Uruguayan poet Fabián Severo’s autobiographical long poem, Night in the North, which chronicles the poet’s experience of growing up in linguistic and cultural borderlands. I am also influenced by Chilean poet Carmen García’s ability to move between the concrete and the abstract in translations of her poems from the collection Gotas sobre loza fría. As much as my poems traverse a metaphysical space, they are also set in concrete places – Tutura, Gcuwa, Johannesburg, and Cape Town. Like Chilean artist Cecilia Vicuña’s Spit Temple, I move between the physical and spiritual realms for a better understanding of my estrangement. I also draw on South African poet Mangaliso Buzani’s book, a naked bone, for its fluid combination of line and prose poetry. I write in isiXhosa and English as a reflection of my mixed cultural and linguistic existence. I seek to harness rhythm and harmony, as well as the quiet, between words. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Mama, Sibongakonke
- Date: 2022-10-14
- Subjects: Creative writing (Higher education) South Africa , Xhosa poetry 21st century , South African poetry (English) 21st century , Psychic trauma in literature , Women in literature , Diaries -- Authorship , Books Reviews
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406281 , vital:70255
- Description: My thesis is a collection of poems that draws on the complexity of not belonging in places, with people, or within families. I engage my own alienation as well as that of my parents, black people generally, and women in particular. I take inspiration from Uruguayan poet Fabián Severo’s autobiographical long poem, Night in the North, which chronicles the poet’s experience of growing up in linguistic and cultural borderlands. I am also influenced by Chilean poet Carmen García’s ability to move between the concrete and the abstract in translations of her poems from the collection Gotas sobre loza fría. As much as my poems traverse a metaphysical space, they are also set in concrete places – Tutura, Gcuwa, Johannesburg, and Cape Town. Like Chilean artist Cecilia Vicuña’s Spit Temple, I move between the physical and spiritual realms for a better understanding of my estrangement. I also draw on South African poet Mangaliso Buzani’s book, a naked bone, for its fluid combination of line and prose poetry. I write in isiXhosa and English as a reflection of my mixed cultural and linguistic existence. I seek to harness rhythm and harmony, as well as the quiet, between words. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
A skin that took them through
- Authors: Kgame, Mbali
- Date: 2020
- Subjects: South African fiction (English) -- 21st century , African fiction (English) -- History and criticism , Short stories, South African (English) -- 21st century , Diaries -- Authorship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147638 , vital:38656
- Description: This project comprises of interlinked fictional short stories capturing experiences of the “invisibilised’’ young people- the street kids, drug addicts, cashiers, childminders, the sick, first graduates etc. These stories are a way to interrogate the fallacy of a “free and fair” South Africa by noting events taking place within homes, communities and countrywide. Told in a playful, innocent, curious, childlike voice and reasoning, my work draws inspiration from Werewere Likings ‘The Amputated Memory,’ for its ability to narrate the current without divorcing the past. I draw inspiration from Liking’s way of writing family connectivity and employing an emerging voice of the narrator starting from being a child scribbling to later becoming an elder. Nana Kwame Adjei-Brenyah’s ‘Black Friday’ for scanning into young black people’s experiences in a society where their bodies move as misfits. My work also draws from Lesley Nneka Arimah’s ‘What It Means When a Man Falls from the Sky’ for the interlinked stories. Lastly the stories in this project take from Sindiwe Magona’s Mother to Mother for humanising bodies that have been reduced to frames.
- Full Text:
- Date Issued: 2020
- Authors: Kgame, Mbali
- Date: 2020
- Subjects: South African fiction (English) -- 21st century , African fiction (English) -- History and criticism , Short stories, South African (English) -- 21st century , Diaries -- Authorship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147638 , vital:38656
- Description: This project comprises of interlinked fictional short stories capturing experiences of the “invisibilised’’ young people- the street kids, drug addicts, cashiers, childminders, the sick, first graduates etc. These stories are a way to interrogate the fallacy of a “free and fair” South Africa by noting events taking place within homes, communities and countrywide. Told in a playful, innocent, curious, childlike voice and reasoning, my work draws inspiration from Werewere Likings ‘The Amputated Memory,’ for its ability to narrate the current without divorcing the past. I draw inspiration from Liking’s way of writing family connectivity and employing an emerging voice of the narrator starting from being a child scribbling to later becoming an elder. Nana Kwame Adjei-Brenyah’s ‘Black Friday’ for scanning into young black people’s experiences in a society where their bodies move as misfits. My work also draws from Lesley Nneka Arimah’s ‘What It Means When a Man Falls from the Sky’ for the interlinked stories. Lastly the stories in this project take from Sindiwe Magona’s Mother to Mother for humanising bodies that have been reduced to frames.
- Full Text:
- Date Issued: 2020
A socio-political analysis of the adoption of certain AmaXhosa surnames
- Authors: Johnson, Stembele
- Date: 2020
- Subjects: Names, Personal -- Xhosa , Names, Personal -- Xhosa -- Political aspects , Names, Personal -- Xhosa -- Sociological aspects , Xhosa (African people) -- Social life and customs , Onomastics -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/164298 , vital:41107
- Description: It is always assumed when you have a white surname that you have a white lineage or your forefathers were white, and that was always my struggle in school to explain the meaning of my surname and where it came from. Not only European surnames used by amaXhosa are difficult to explain but also many isiXhosa surnames are very hard to break down and explain. This is because many word from th e isiXhosa language, that are used in surnames are no longer used and if one does not know the history of certain names then it would be difficult to know the meaning of a surname or misinterpret its meaning to the modern words of isiXhosa that we know. S urnames are not of African origin, they came from the West, but because of colonialism surnames were enforced on African people. Most of the surnames they used, are said to be names of their forefathers (ancestors), and there is a small amount or none that links to femininity in these surnames. Surnames are part of naming and naming is part of onomastics. Naming is a very important tool used among various African cultures to convey certain messages, either to an individual, family members or a community. On omastics is multidisciplinary in nature. It can be approached from different perspectives. These include linguistic, historical, sociological, philosophical, economical and other perspectives. This research looks at the depth of certain amaXhosa surnames and even their links to other names like, nicknames and clan names etc.
- Full Text:
- Date Issued: 2020
- Authors: Johnson, Stembele
- Date: 2020
- Subjects: Names, Personal -- Xhosa , Names, Personal -- Xhosa -- Political aspects , Names, Personal -- Xhosa -- Sociological aspects , Xhosa (African people) -- Social life and customs , Onomastics -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/164298 , vital:41107
- Description: It is always assumed when you have a white surname that you have a white lineage or your forefathers were white, and that was always my struggle in school to explain the meaning of my surname and where it came from. Not only European surnames used by amaXhosa are difficult to explain but also many isiXhosa surnames are very hard to break down and explain. This is because many word from th e isiXhosa language, that are used in surnames are no longer used and if one does not know the history of certain names then it would be difficult to know the meaning of a surname or misinterpret its meaning to the modern words of isiXhosa that we know. S urnames are not of African origin, they came from the West, but because of colonialism surnames were enforced on African people. Most of the surnames they used, are said to be names of their forefathers (ancestors), and there is a small amount or none that links to femininity in these surnames. Surnames are part of naming and naming is part of onomastics. Naming is a very important tool used among various African cultures to convey certain messages, either to an individual, family members or a community. On omastics is multidisciplinary in nature. It can be approached from different perspectives. These include linguistic, historical, sociological, philosophical, economical and other perspectives. This research looks at the depth of certain amaXhosa surnames and even their links to other names like, nicknames and clan names etc.
- Full Text:
- Date Issued: 2020
A tribute to you
- Ndlebe-September, Thobeka Veronica
- Authors: Ndlebe-September, Thobeka Veronica
- Date: 2020
- Subjects: South African fiction (English) -- 21st century , South African fiction (English) -- History and criticism , Short stories, South African (English) -- 21st century , Xhosa fiction -- 21st century , Xhosa fiction -- History and criticism , Short stories, Xhosa -- 21st century , Diaries -- Authorship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/144989 , vital:38398
- Description: My collection of short stories reflects my interest in narrative biblical fiction, allegorical stories about people and nature that resonate with our daily lives. I have been greatly influenced by writers such as Joel Matlou, Flannery O’Connor, Barry Gifford, Miriam Tladi and Leah Harris amongst others. I have also been captivated by fairy tales and folk tales, and also the work of isiXhosa writers such as S. E. K. Mqhayi, Madiponi Masenya, and Hulisani Ramantswana. I have discovered that I can borrow certain styles and forms of writing to enhance my own stories which are situated within ‘local’ contexts such as education, poverty, employment, the body, life and death.
- Full Text:
- Date Issued: 2020
- Authors: Ndlebe-September, Thobeka Veronica
- Date: 2020
- Subjects: South African fiction (English) -- 21st century , South African fiction (English) -- History and criticism , Short stories, South African (English) -- 21st century , Xhosa fiction -- 21st century , Xhosa fiction -- History and criticism , Short stories, Xhosa -- 21st century , Diaries -- Authorship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/144989 , vital:38398
- Description: My collection of short stories reflects my interest in narrative biblical fiction, allegorical stories about people and nature that resonate with our daily lives. I have been greatly influenced by writers such as Joel Matlou, Flannery O’Connor, Barry Gifford, Miriam Tladi and Leah Harris amongst others. I have also been captivated by fairy tales and folk tales, and also the work of isiXhosa writers such as S. E. K. Mqhayi, Madiponi Masenya, and Hulisani Ramantswana. I have discovered that I can borrow certain styles and forms of writing to enhance my own stories which are situated within ‘local’ contexts such as education, poverty, employment, the body, life and death.
- Full Text:
- Date Issued: 2020
Alien crosstalk
- Stuart-Watson, Andrew Joseph
- Authors: Stuart-Watson, Andrew Joseph
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , Short stories, South African (English) 21st century , South African essays (English) 21st century , American fiction History and criticism
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294515 , vital:57228
- Description: Alien Crosstalk , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-04-07
- Authors: Stuart-Watson, Andrew Joseph
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , Short stories, South African (English) 21st century , South African essays (English) 21st century , American fiction History and criticism
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294515 , vital:57228
- Description: Alien Crosstalk , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-04-07
Aloe
- Authors: Sauls, Aloysius Albeus
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , Nama language , Nama poetry 21st century , Lyric poetry 21st century , Diaries Authorship , Lyric poetry History and criticism , Fiction History and criticism
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190673 , vital:45017
- Description: My thesis, ‘Aloe’, isse poetry collection, wat focus op modern Khoekhoegowab. Die opgittiekkinne wēke van my Ancestry se mēnse van mēnse, |xam-poets: Diä!kwain, Kweiten-ta-ǁken, |a!kúnta, |Hanǂkass’o, en oek ǁKabbo, deērie Dytse filoloog, Wilhelm Bleek, dien asse guide, moerrie vēse gisoak in combinations van Ancient Indigenous, en modern Goema-klangke. Die purpose vannie collection is ommie use van Khoekhoegowab innie Afrikaans literature asse integral component te view, ennie iets foreign nie, diessèlle way wat Arabic, Indonesian, Malay en Dutch languages, die culture ennie language gishape en givorrim-it. Deēl vannie skryf-style wat ek employ in my thesis isse fusion vannie lyric poetry van Linton Kwesi Johnson, Gill Scott Heron ennie praāt-poems van Peter Snyders, oa. Music, assie primal connection toerrie past, speēlle central rōl in my wēk asse 21st-century Indigenous writer. Die thesis reference die works van veteran cultural en linguistic aātisse en lyrical poets; in echoes van marginalised en displaced creatives soes Tinariwen, wattie stōrie vannie Tuareg vocalise in woōdt en klang, ennie Chamorro poet, Craig Santos Perez van Guam, innie Western Pacific Ocean, wierrie indigenizing mandate se vlag lat wappe, bínne innie gisig vannie American presence daā. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Sauls, Aloysius Albeus
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , Nama language , Nama poetry 21st century , Lyric poetry 21st century , Diaries Authorship , Lyric poetry History and criticism , Fiction History and criticism
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190673 , vital:45017
- Description: My thesis, ‘Aloe’, isse poetry collection, wat focus op modern Khoekhoegowab. Die opgittiekkinne wēke van my Ancestry se mēnse van mēnse, |xam-poets: Diä!kwain, Kweiten-ta-ǁken, |a!kúnta, |Hanǂkass’o, en oek ǁKabbo, deērie Dytse filoloog, Wilhelm Bleek, dien asse guide, moerrie vēse gisoak in combinations van Ancient Indigenous, en modern Goema-klangke. Die purpose vannie collection is ommie use van Khoekhoegowab innie Afrikaans literature asse integral component te view, ennie iets foreign nie, diessèlle way wat Arabic, Indonesian, Malay en Dutch languages, die culture ennie language gishape en givorrim-it. Deēl vannie skryf-style wat ek employ in my thesis isse fusion vannie lyric poetry van Linton Kwesi Johnson, Gill Scott Heron ennie praāt-poems van Peter Snyders, oa. Music, assie primal connection toerrie past, speēlle central rōl in my wēk asse 21st-century Indigenous writer. Die thesis reference die works van veteran cultural en linguistic aātisse en lyrical poets; in echoes van marginalised en displaced creatives soes Tinariwen, wattie stōrie vannie Tuareg vocalise in woōdt en klang, ennie Chamorro poet, Craig Santos Perez van Guam, innie Western Pacific Ocean, wierrie indigenizing mandate se vlag lat wappe, bínne innie gisig vannie American presence daā. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
Along the river that flowed south
- Authors: Mohlomi, Teboho Samson
- Date: 2022-04-07
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/234195 , vital:50171
- Description: Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-04-07
- Authors: Mohlomi, Teboho Samson
- Date: 2022-04-07
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/234195 , vital:50171
- Description: Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-04-07
An investigation of language choice on Twitter: the case of isiXhosa-speaking users and the o jewa ke eng? Trend
- Authors: Nkunzi, Zindzi
- Date: 2022-10-14
- Subjects: Twitter , Social media South Africa , Social media and society South Africa , Xhosa language Usage , Mass media and language South Africa , Language choice , Language shift , Language attitude
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406331 , vital:70259
- Description: The study critically examines and discusses language choice on twitter, a social media platform that has a vast number of people from different language groups. This diverse platform allows people to tweet, communicate, and share information online. There are tweets that trend and attract more engagement across different language groups. O jewa ke eng? which translates to ‘what’s bothering you?’ is one of those tweets, and it is communicated in Sesotho. (More discussion about the tweet in the introduction section that follows). According to Eisenstein, O’ Connor, Smith & Xing (2010) & Eisenstein (2016), “the popularity and ubiquity of social media allows access to a wide variety of spontaneous language enabling researchers to study language variation across space and time at large scale”, (Preotiuc-Pietro & Ungar, 2018: 1534). The introduction to the internet and socially mediated platforms such as Twitter and others has changed how information is produced and consumed. Social media allow people to communicate and engage in languages they are comfortable and familiar with. The study discusses language choice at three levels: language choice between isiXhosa verses English; isiXhosa verses other African languages and isiXhosa verses other varieties. The study is pursued with the overarching aim to investigate the possibility of African languages such as isiXhosa being used as dominant languages on social media. Thus, the study explores language use by isiXhosa speaking users on twitter that engaged with the tweet. Moreover, the study investigated why they choose to use one language over the other or multiple languages. To give a broader perspective on the study, language choice, language shift and language attitude are discussed and critically evaluated. Theoretically, the concept of code-switching and code-mixing is used when looking at bilingualism and multilingualism. It is imperative to look at multilingualism because the prevalent use of English is no longer a barrier to communication, social media platforms have created a space where African language users are able to engage in their native languages. Moreover, the study explores the use of standard and non-standard isiXhosa languages. There are varieties of languages such as tsotsitaal, slang and others, and these language varieties are not recognised as standard, used in educational settings and so on. In doing so, language attitude is used as the concept to investigate what propels isiXhosa users to or not to use these language varieties in the online communities. The study is explored with the aim to investigate whether social media either grows and preserves African languages online or these platforms are detrimental to these languages, as the language utilised on them is casual and vague, in terms of both spoken and written speech. , Olu phando luvavanya kwaye luxoxa nzulu ngokhetho lolwimi kuTwitter, ikhasi lonxibelelwano elinenani elikhulu labantu abavela kumaqela eelwimi ezahlukeneyo. Eli khasi labantu abohlukeneyo libavumela ukuba babhale, banxibelelane, kwaye babelane ngolwazi kwi-intanethi. Kukho ii-tweets (imibhalwana emifutshane) ezihamba phambili kwaye zitsala uthethathethwano phakathi kumaqela eelwimi ezahlukeneyo. O jewa ke eng? ethetha ukuthi, ‘ukhathazwa yintoni?’ yenye yezo tweets (yalo mibhalwana mifutshane), kwaye idluliselwe ngesiSuthu. (Ingxoxo engakumbi malunga ne-tweet (nombhalwana omfutshane) ifumaneka kwicandelo lentshayelelo elilandelayo). Ngokutsho kukaEisenstein, O’ Connor, Smith & Xing (2010) kunye noEisenstein (2016), “ukuduma kunye nobuninzi beendaba zoluntu kubangela ezo ndaba ukuba zinwenwele kwiindidi ezininzi zeelwimi nezivumela abaphandi ukuba bafunde ngokwahlukana kolwimi kwindawo kunye nexesha…”, (Preotiuc-Pietro & Ungar, 2008: 1534). Ulwaziso kwi-intanethi kunye namakhasi onxibelelwano oluntu afana ne-Twitter kunye namanye, luyitshintshile indlela ulwazi oluveliswa ngayo kunye nendlela olusetyenziswa ngayo. Amakhasi onxibelelwano oluntu avumela abantu ukuba banxibelelane kwaye bazibandakanye ngeelwimi abakhululekileyo ukuzisebenzisa nabaqhelene nazo Olu phando luxoxa ngokukhethwa kolwimi kumanqanaba amathathu: ukukhethwa kolwimi phakathi kwesiXhosa kunye nesiNgesi, isiXhosa kunye nezinye iilwimi ziseNtu, kwakunye nesiXhosa kunye nezinye iindidi zolwimi. Olu phando luqhutywa ngeyona njongo iphambili yokuphanda ukuba ngaba iilwimi zesiNtu ezifana nesiXhosa zingasetyenziswa njengeelwimi eziphambili kamakhasi onxibelelwano na. Kungoko, uphando luphonononga ukusetyenziswa kolwimi ngabo bantetho isisiXhosa kuTwitter abanxibelelana ne-tweet (nombhalo omfutshane). Olu phando, lukwaphanda ukuba kutheni bekhetha ukusebenzisa ulwimi oluthile kunolunye okanye iilwimi ezininzi. Ukunika umbono ngokuthe gabalala ngolu phando, ukukhethwa kolwimi, utshintsho lolwimi, kunye nesimo sengqondo solwimi ziyaxoxwa kwaye zihlolwa ngokunzulu. Ngokwethiyori, ingqikelelo yokutshintshatshintsha iilwimi kunye nokuxuba iilwimi (ukusebenzisa iilwimi ezahlukeneyo kumgca okanye umbhalo omnye) ziyasetyenziswa xa kujongwa ukusetyenziswa kweelwimi ezimbini kunye neelwimi ezininzi. Kunyanzelekile ukuba kujongwe ukusetyenziswa kweelwimi ezininzi kuba ukuxhaphaka kokusetyenziswa kwesiNgesi akusengomqobo kunxibelelwano, amakhasi onxibelelwano (amaqonga osasazo) oluntu avule indawo apho abasebenzisi beelwimi zesiNtu bakwaziyo ukuthetha ngeelwimi zabo zomthonyama. Ngaphezu koko, olu phando luphonononga ukusetyenziswa kweelwimi zesiXhosa ezisemgangathweni nezingekho mgangathweni. Kukho iintlobo ngeentlobo zeelwimi ezifana neTsotsitaal, ulwimi lwe-slang nezinye, kwaye ezi ntlobo zeelwimi aziqatshelwa njengeelwimi ezisemgangathweni, ezisetyenziswa kumajelo emfundo njalo njalo. Ngokwenza oko, isimo sengqondo solwimi sisetyenziswa njengengcamango yokuphanda ukuba yintoni eyenza abasebenzisi besiXhosa basebenzise okanye bangasebenzisi ezi ntlobo zeelwimi kwi-intanethi. Olu phononongo luphononongwa ngeenjongo zokuphanda apho amaqonga onxibelelwano akhula kwaye agcine khona iilwimi zesiNtu kwi-intanethi okanye lamaqonga onxibelelwano abubungozi kwezilwimi, njengoko ulwimi olusetyenziswa kula maqonga luqhelekile kwaye alucacanga, ngokwentetho ethethwayo nebhaliweyo. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Nkunzi, Zindzi
- Date: 2022-10-14
- Subjects: Twitter , Social media South Africa , Social media and society South Africa , Xhosa language Usage , Mass media and language South Africa , Language choice , Language shift , Language attitude
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406331 , vital:70259
- Description: The study critically examines and discusses language choice on twitter, a social media platform that has a vast number of people from different language groups. This diverse platform allows people to tweet, communicate, and share information online. There are tweets that trend and attract more engagement across different language groups. O jewa ke eng? which translates to ‘what’s bothering you?’ is one of those tweets, and it is communicated in Sesotho. (More discussion about the tweet in the introduction section that follows). According to Eisenstein, O’ Connor, Smith & Xing (2010) & Eisenstein (2016), “the popularity and ubiquity of social media allows access to a wide variety of spontaneous language enabling researchers to study language variation across space and time at large scale”, (Preotiuc-Pietro & Ungar, 2018: 1534). The introduction to the internet and socially mediated platforms such as Twitter and others has changed how information is produced and consumed. Social media allow people to communicate and engage in languages they are comfortable and familiar with. The study discusses language choice at three levels: language choice between isiXhosa verses English; isiXhosa verses other African languages and isiXhosa verses other varieties. The study is pursued with the overarching aim to investigate the possibility of African languages such as isiXhosa being used as dominant languages on social media. Thus, the study explores language use by isiXhosa speaking users on twitter that engaged with the tweet. Moreover, the study investigated why they choose to use one language over the other or multiple languages. To give a broader perspective on the study, language choice, language shift and language attitude are discussed and critically evaluated. Theoretically, the concept of code-switching and code-mixing is used when looking at bilingualism and multilingualism. It is imperative to look at multilingualism because the prevalent use of English is no longer a barrier to communication, social media platforms have created a space where African language users are able to engage in their native languages. Moreover, the study explores the use of standard and non-standard isiXhosa languages. There are varieties of languages such as tsotsitaal, slang and others, and these language varieties are not recognised as standard, used in educational settings and so on. In doing so, language attitude is used as the concept to investigate what propels isiXhosa users to or not to use these language varieties in the online communities. The study is explored with the aim to investigate whether social media either grows and preserves African languages online or these platforms are detrimental to these languages, as the language utilised on them is casual and vague, in terms of both spoken and written speech. , Olu phando luvavanya kwaye luxoxa nzulu ngokhetho lolwimi kuTwitter, ikhasi lonxibelelwano elinenani elikhulu labantu abavela kumaqela eelwimi ezahlukeneyo. Eli khasi labantu abohlukeneyo libavumela ukuba babhale, banxibelelane, kwaye babelane ngolwazi kwi-intanethi. Kukho ii-tweets (imibhalwana emifutshane) ezihamba phambili kwaye zitsala uthethathethwano phakathi kumaqela eelwimi ezahlukeneyo. O jewa ke eng? ethetha ukuthi, ‘ukhathazwa yintoni?’ yenye yezo tweets (yalo mibhalwana mifutshane), kwaye idluliselwe ngesiSuthu. (Ingxoxo engakumbi malunga ne-tweet (nombhalwana omfutshane) ifumaneka kwicandelo lentshayelelo elilandelayo). Ngokutsho kukaEisenstein, O’ Connor, Smith & Xing (2010) kunye noEisenstein (2016), “ukuduma kunye nobuninzi beendaba zoluntu kubangela ezo ndaba ukuba zinwenwele kwiindidi ezininzi zeelwimi nezivumela abaphandi ukuba bafunde ngokwahlukana kolwimi kwindawo kunye nexesha…”, (Preotiuc-Pietro & Ungar, 2008: 1534). Ulwaziso kwi-intanethi kunye namakhasi onxibelelwano oluntu afana ne-Twitter kunye namanye, luyitshintshile indlela ulwazi oluveliswa ngayo kunye nendlela olusetyenziswa ngayo. Amakhasi onxibelelwano oluntu avumela abantu ukuba banxibelelane kwaye bazibandakanye ngeelwimi abakhululekileyo ukuzisebenzisa nabaqhelene nazo Olu phando luxoxa ngokukhethwa kolwimi kumanqanaba amathathu: ukukhethwa kolwimi phakathi kwesiXhosa kunye nesiNgesi, isiXhosa kunye nezinye iilwimi ziseNtu, kwakunye nesiXhosa kunye nezinye iindidi zolwimi. Olu phando luqhutywa ngeyona njongo iphambili yokuphanda ukuba ngaba iilwimi zesiNtu ezifana nesiXhosa zingasetyenziswa njengeelwimi eziphambili kamakhasi onxibelelwano na. Kungoko, uphando luphonononga ukusetyenziswa kolwimi ngabo bantetho isisiXhosa kuTwitter abanxibelelana ne-tweet (nombhalo omfutshane). Olu phando, lukwaphanda ukuba kutheni bekhetha ukusebenzisa ulwimi oluthile kunolunye okanye iilwimi ezininzi. Ukunika umbono ngokuthe gabalala ngolu phando, ukukhethwa kolwimi, utshintsho lolwimi, kunye nesimo sengqondo solwimi ziyaxoxwa kwaye zihlolwa ngokunzulu. Ngokwethiyori, ingqikelelo yokutshintshatshintsha iilwimi kunye nokuxuba iilwimi (ukusebenzisa iilwimi ezahlukeneyo kumgca okanye umbhalo omnye) ziyasetyenziswa xa kujongwa ukusetyenziswa kweelwimi ezimbini kunye neelwimi ezininzi. Kunyanzelekile ukuba kujongwe ukusetyenziswa kweelwimi ezininzi kuba ukuxhaphaka kokusetyenziswa kwesiNgesi akusengomqobo kunxibelelwano, amakhasi onxibelelwano (amaqonga osasazo) oluntu avule indawo apho abasebenzisi beelwimi zesiNtu bakwaziyo ukuthetha ngeelwimi zabo zomthonyama. Ngaphezu koko, olu phando luphonononga ukusetyenziswa kweelwimi zesiXhosa ezisemgangathweni nezingekho mgangathweni. Kukho iintlobo ngeentlobo zeelwimi ezifana neTsotsitaal, ulwimi lwe-slang nezinye, kwaye ezi ntlobo zeelwimi aziqatshelwa njengeelwimi ezisemgangathweni, ezisetyenziswa kumajelo emfundo njalo njalo. Ngokwenza oko, isimo sengqondo solwimi sisetyenziswa njengengcamango yokuphanda ukuba yintoni eyenza abasebenzisi besiXhosa basebenzise okanye bangasebenzisi ezi ntlobo zeelwimi kwi-intanethi. Olu phononongo luphononongwa ngeenjongo zokuphanda apho amaqonga onxibelelwano akhula kwaye agcine khona iilwimi zesiNtu kwi-intanethi okanye lamaqonga onxibelelwano abubungozi kwezilwimi, njengoko ulwimi olusetyenziswa kula maqonga luqhelekile kwaye alucacanga, ngokwentetho ethethwayo nebhaliweyo. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
Baseline assessments for foundation phase reading in isiXhosa: a case study
- Authors: Nesi, Nolubabalo Amanda
- Date: 2022-10-14
- Subjects: Test of Early Reading Ability , Xhosa language , Reading (Elementary) Ability testing , Reading (Elementary) Social aspects South Africa Makhanda , Dynamic assessment (Education)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406320 , vital:70258
- Description: The main objective of this study was to investigate the use of baseline assessments for reading in isiXhosa in Foundation Phase. It focused on how teachers conduct baseline assessments, the assessment tools they use, and their responsiveness to baseline assessments data in terms of curriculum planning and practice, given the lack of explicit guidelines and tools specifically developed for African languages. The lack of clarity may lead teachers to assume that the same assessment approaches and practices apply across all official languages despite their linguistic and sociolinguistic differences. Vygotsky’s socio-cultural theory of learning and Biggs’ concept on constructive alignment are used as the theoretical and conceptual framework for this study. The premise for this study was that it would be problematic to apply similar assessment approaches and use the same tools for all official South African languages. The socio-cultural approach emphasises the importance of language learning and learning generally according to the context within which language occurs. The main research sites are two Quintile 1 schools in a township in Makhanda District. These schools have been receiving external intervention which includes a baseline assessment for isiXhosa reading from Non-Governmental Organisations (NGOs). This study sought to provide some insights on whether previous assessments have informed subsequent teaching practices. The findings of the study revealed that the most prominent tool for assessing reading in isiXhosa is Early Grade Reading Assessment (EGRA) and the tools used by external literacy interventions in the two schools were adapted versions of EGRA. Additionally, the subtasks in the baseline assessment tools used were aligned to the linguistic features of isiXhosa besides the nonsense word component. Furthermore, teachers were assessing and teaching reading at lower levels than expected in the grades 2 and 3 in this study. This study recommends that teachers respond to the baseline assessment data appropriately to develop reading competencies. In addition, there is need for an alignment between the linguistic features, the curriculum and strategies of teaching reading. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Nesi, Nolubabalo Amanda
- Date: 2022-10-14
- Subjects: Test of Early Reading Ability , Xhosa language , Reading (Elementary) Ability testing , Reading (Elementary) Social aspects South Africa Makhanda , Dynamic assessment (Education)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406320 , vital:70258
- Description: The main objective of this study was to investigate the use of baseline assessments for reading in isiXhosa in Foundation Phase. It focused on how teachers conduct baseline assessments, the assessment tools they use, and their responsiveness to baseline assessments data in terms of curriculum planning and practice, given the lack of explicit guidelines and tools specifically developed for African languages. The lack of clarity may lead teachers to assume that the same assessment approaches and practices apply across all official languages despite their linguistic and sociolinguistic differences. Vygotsky’s socio-cultural theory of learning and Biggs’ concept on constructive alignment are used as the theoretical and conceptual framework for this study. The premise for this study was that it would be problematic to apply similar assessment approaches and use the same tools for all official South African languages. The socio-cultural approach emphasises the importance of language learning and learning generally according to the context within which language occurs. The main research sites are two Quintile 1 schools in a township in Makhanda District. These schools have been receiving external intervention which includes a baseline assessment for isiXhosa reading from Non-Governmental Organisations (NGOs). This study sought to provide some insights on whether previous assessments have informed subsequent teaching practices. The findings of the study revealed that the most prominent tool for assessing reading in isiXhosa is Early Grade Reading Assessment (EGRA) and the tools used by external literacy interventions in the two schools were adapted versions of EGRA. Additionally, the subtasks in the baseline assessment tools used were aligned to the linguistic features of isiXhosa besides the nonsense word component. Furthermore, teachers were assessing and teaching reading at lower levels than expected in the grades 2 and 3 in this study. This study recommends that teachers respond to the baseline assessment data appropriately to develop reading competencies. In addition, there is need for an alignment between the linguistic features, the curriculum and strategies of teaching reading. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
Biton’s Lost Siege Engine: Experimental archaeology in Classical Studies
- Authors: Rademan, David John
- Date: 2021-10-29
- Subjects: Pergamum (Extinct city) , Dimensional analysis , Engineering History To 168 B.C. , Fluid mechanics History To 168 B.C. , Byzantine literature History and criticism , Siege warfare History To 168 B.C. , Biton of Pergamon , Isidorus of Abydos , Poliorcetics
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192330 , vital:45216
- Description: This thesis entails an examination of several problems inherent in placing a technical treatise by the Hellenistic Greek engineer, Biton of Pergamon, at a siege of 156-154BCE, with a view to galvanising the existing case of previous scholarship through a combined approach of literary, textual, geographical, and technical analysis. Particular focus is given to the following problems: technical errors in current translations of the treatise of Biton; technical considerations in scholars’ reproductions of a particular engine in the treatise; an assessment of the practical implications of the treatise in situ at the physical site of the ancient city of Pergamon in the second century BCE, as evidenced by archaeological findings and surveys; assessment of those implications by way of historical records of similar conflicts from the Hellenistic period; and suggesting a procedure of dimensional analysis for testing a hypothesis regarding the feasibility of the ancient engineer’s recommended engines as a stand-in for the city’s original defenses, in a manner that harmonises the methodologies of historicism and experimental archaeology with sound and appropriate modern engineering practice from the field of Fluid Mechanics. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Rademan, David John
- Date: 2021-10-29
- Subjects: Pergamum (Extinct city) , Dimensional analysis , Engineering History To 168 B.C. , Fluid mechanics History To 168 B.C. , Byzantine literature History and criticism , Siege warfare History To 168 B.C. , Biton of Pergamon , Isidorus of Abydos , Poliorcetics
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192330 , vital:45216
- Description: This thesis entails an examination of several problems inherent in placing a technical treatise by the Hellenistic Greek engineer, Biton of Pergamon, at a siege of 156-154BCE, with a view to galvanising the existing case of previous scholarship through a combined approach of literary, textual, geographical, and technical analysis. Particular focus is given to the following problems: technical errors in current translations of the treatise of Biton; technical considerations in scholars’ reproductions of a particular engine in the treatise; an assessment of the practical implications of the treatise in situ at the physical site of the ancient city of Pergamon in the second century BCE, as evidenced by archaeological findings and surveys; assessment of those implications by way of historical records of similar conflicts from the Hellenistic period; and suggesting a procedure of dimensional analysis for testing a hypothesis regarding the feasibility of the ancient engineer’s recommended engines as a stand-in for the city’s original defenses, in a manner that harmonises the methodologies of historicism and experimental archaeology with sound and appropriate modern engineering practice from the field of Fluid Mechanics. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
Chaos!
- Ngwenya, Thembalethu Sabrina
- Authors: Ngwenya, Thembalethu Sabrina
- Date: 2022-10-14
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , Books Reviews , South African prose literature (English) 21st century , South African fiction (English) 21st century
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406298 , vital:70256
- Description: Chaos! is a combination of short prose forms in fragments that tackles difficult topics such as troubled marriages, child molestation, rape, infidelity and abuse in every way, whether it is mental, emotional or physical. The stories contain a lot of horrific and violent acts that, often times in this day and age, happen behind closed doors or sometimes even openly, yet not a lot of people are ready to talk about these topics. In my thesis, I go into the minds of those that are abusive and those that are on the receiving end of abuse. In doing so, I aim to explore all the dynamics of abuse. Abusers, as I have portrayed in my thesis, tend to have a deranged sense of reasoning in performing abusive acts and one thing that is important to note is that, more than likely, in their own heads and according to their own reasoning, the behaviour that they act on is very much rational and reasonable. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ngwenya, Thembalethu Sabrina
- Date: 2022-10-14
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , Books Reviews , South African prose literature (English) 21st century , South African fiction (English) 21st century
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406298 , vital:70256
- Description: Chaos! is a combination of short prose forms in fragments that tackles difficult topics such as troubled marriages, child molestation, rape, infidelity and abuse in every way, whether it is mental, emotional or physical. The stories contain a lot of horrific and violent acts that, often times in this day and age, happen behind closed doors or sometimes even openly, yet not a lot of people are ready to talk about these topics. In my thesis, I go into the minds of those that are abusive and those that are on the receiving end of abuse. In doing so, I aim to explore all the dynamics of abuse. Abusers, as I have portrayed in my thesis, tend to have a deranged sense of reasoning in performing abusive acts and one thing that is important to note is that, more than likely, in their own heads and according to their own reasoning, the behaviour that they act on is very much rational and reasonable. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
- Full Text:
- Date Issued: 2022-10-14
Chave Chemutengure Vhiri Rengoro : Husarungano Nerwendo Rwengano Dzevashona
- Authors: Mabasa, Ignatius T
- Date: 2021
- Subjects: Ethnology -- Zimbabwe , Zimbabwe -- Folklore , Shona (African people) -- Folklore , Ethnoscience , Decolonization in literature , Decolonization -- Africa , Autoethnography , Chemutengure , Subaltern
- Language: Shona
- Type: text , Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/174198 , vital:42454 , http://doi.org/10.21504/10962/174198
- Description: Tsvakurudzo ino inyaya yangu sasarungano nemunyori weChiShona, asiwo iri nyaya yevanhu veChiShona. Inyaya yekurerwa kwandakaitwa nengano, ndikaona ngano dzakandirera dzichipinzwa muzvikoro, dzichisangana nechirungu, dzichifambidzana nechirungu, nekuzopedzisira dzazvara mimwe misambo yengano. Basa rino maonero angu ndichishandisa nzira yetsvakurudzo inonzi husarungano, kureva muono wasarungano. Izvi zvinoreva kududzira nekutsanangura, kufungisisa nekupenengura humhizha hunowanikwa mutsika nemagariro angu, sasarungano ari kupfuurira mberi nekuita ngano munyika yazara chirungu. Naizvozvo, ini ndini musoro wenyaya yandiri kutaura, asiwo ndirini zvakare muiti wetsvakurudzo. Ndichishandisa zvandakasangana nazvo, nezvandinofunga nekuona sasarungano – ndinodzokera kuchimbo chinotaura nyaya yevaShona pakapinda vachena munyika yeZimbabwe. Ndinotsanangura zvinoreva Chemutengure, uye nekukosha kwacho mukufambisa ruzivo, mashoko nekutsanangura hupenyu hwedu sevanhu vatema vakanga vakadzvanyiriwa. Chemutengure mafungiro, imhenenguro, iyambiro nehungwaru. Ndinotsanangura ruzivo rwevanhu vangu nekushanduka kwarwo kwakakonzerwa nechirungu. Ndinoita izvi ndichipenengura ngano, mabhuku, nziyo, mafungiro nezvimwe zvimutengure zvakatakura ngano. Otoetinogirafu iyo yandichapa zita rekuti husarungano imhando yekuvhiya uchiita tsvakurudzo, uye inowanikwa pakati pehumhizha hwekunyora nyaya nekupenengura zvine chekuita nehumhizha hwetsika nemagariro evanhu. Husarungano hunovhurira musiwo vanhu vanowanzovharirwa kunze netsvakurudzo dzinoitwa mumayunivhesiti dzine mitauro isiri yavo uyewo dzimwe nguva isinganzwisisike zviri nyn’ore. Husarungano hunoshandisa rondedzero nengano kuti zvinhu zvinosanganisira hukama nezvakasanganikwa nazvo nevanhu zvinzwisisike, panguva imwechete pachiumbwa hukama pakati penguva dzakare nazvino, hukama pakati pevanoita tsvakurudzo nevavari kuita tsvakurudzo pamusoro pavo, hukama pakati pevanyori nevaverengi, vanasarungano nevateereri vengano (Adams nevamwe, 2015). Tsvakurudzo ino haisi kuzopedza zvese zvinofanira kutaurwa pamusoro pengano, tsika nemagariro evanhu vatema, kunyorwa kwemabhuku nezvimwe zvakawanda zvainobata nekutarisa, asi riripo kuratidza simba nehupfumi huri muruzivo rwevaShona rwuri kurariswa muberere memba, chirungu chichirariswa mumba. Shanduko yandiri kutarisa mubasa rino inoda kuti isu vanhu vatema tisarambe tichiverengera kuti tirongeke nekuronga mafambiro nemararamiro achaita ruzivo rwedu munyika iri kukoshesa ruzivo, maitiro nezvinhu zvinogadzirwa nevarungu. Kana tikasaronga kuti tipembedze nekuwanisa ruzivo rwedu mukana, tichaita mufakose – kurasikirwa nezvedu, nekusakwana kana kunyatsonzwisisa zvevamwe zvatiri kukoshesa. Ruzivo rwandakashandisa mubasa rino rwunosanganisira zvakaitika kwandiri kubva pandakatanga kuziva ngano dzandakaudzwa nambuya vangu, kubatsirwa kwangu nengano kuchikoro, kuve munyori wemabhuku, nekuenda kwangu mhiri kwemakungwa sasarungano. Zvakarewo ndiri kutarisa ngano dzakaunganidzwa nekunyorwa nemamishenari, ngano dzakanyorwa kare muNative Afffairs Department Annual (NADA), ngano dzakaitwa senziyo, ngano dzakaitwa neLiterature Bureau, nengano dzandave kuita dzemanon-governmental organisations (NGO), panhepfenyuro, paTwitter nezvimwe zvimutengure zvakasiyana-siyana. Hupfumi huri mungano, mazano ekuri kuenda ngano dzedu, nezvinoreva chemutengure senzira yemafungiro zvinobuda mutsvakurudzo ino. Chitsauko 1 ndicho chinozama kutevedza nzira yekuita tsvakurudzo inozivikanwa, asi Chitsauko 2 inyunyuto inoburitsa mukundo une chirungu sekuunzwa kwachakaitwa naCecil John Rhodes. Chitsauko 3 chinotambanudza nekujekesa kukosha kwechimbo Chemutengure, uyewo nekuti sezano, chemutengure chinotibata sei nhasi uno. Chitsauko 4 chinoronda nzira dzakafamba nadzo ngano dzekunze dzichipinda matiri, uyewo nezvakaitwa nengano dzedu pamusoro peshanduko yakanga yauya. Chitsauko 5 chinopa mienzaniso yezviteshi zvakamira ngano dzevatema padzakabva mumisha dzichienda kuzvikoro kusvika dzazove muzvimwe zvimutengure zvakadziendesa kure nasarungano. Chitsauko 6 chinotarisa dambudziko rine chirungu muhupenyu hwevanhu vatema, nekukosha kwekudada nerudzi rwedu. Chitsauko 7 chinopeta basa chichipa mazano, chichiratidza kuti ngano hadzifanire kufa nekuti dzakagara dzine simba rekufambirana nenguva. , This research is my story as a Shona folklorist and creative writer, but it is also the story of the Shona people. It is a story of how I am “a child” of storytelling, and how the stories that raised me got appropriated and incorporated into the colonial school system where they converged and mixed with western forms of storytelling to create hybrids. As a storyteller I use autoethnography – which offers an insider’s perspective - to interpret and explain, to reflect and analyse the art of storytelling in my culture. The alienation of indigenous knowledge and cultural practices – specifically storytelling, is what necessitates the use of autoethnography for this study. Autoethnography is a qualitative research method of writing and storytelling where the researcher is the subject and the researcher's experiences are the data. I, being a Shona storyteller and creative writer, will systematically journey back and analyse personal experiences in order to make sense of the Shona people’s cultural experiences. The research process will see me running away from depending on other people’s records about my people’s cultural history. Instead, I traverse back in time to consult and extract a theory from the Shona song called Chemutengure from around 1890 that tells the story of British colonisation from the perspective of the colonised. I theorise and explain Chemutengure’s pedagogical and epistemological significance in critiquing the plight of Africans suffering contact-induced change. I apply the Chemutengure theory to folktales, books, songs, paradigms and other agents that played an active role in producing new forms of storytelling and worldviews. Autoethnography is a type of research method that blends engaging creative writing and analysis of cultural experiences. It opens doors of research to the subalterns who are usually shut out by research that is done in universities. “Rather than producing esoteric, jargon-laden texts, many auto-ethnographers recognize a need to speak also to nonacademic audiences,” (Adams et al, 2015: 42) employing narrative and story-telling to give meaning to identities, relationships, and experiences, and to create relationships between past and present, researchers and participants, writers and readers, tellers and audiences, (Adams et al, 2015:23). This research will not exhaust all that needs to be explored and said about Shona folktales, creativity and culture, or its literature and the many cultural aspects it looks at. Rather, it seeks to highlight, decolonize and deconstruct colonial mentalities, while emancipating the Shona worldview that has been put on leash by colonialism and western capitalistic tendencies. The study also looks at positive change that occurs when cultures inform one another, but without turning a blind eye to the lack of mutuality and how the logic of capitalism has left Africa hemorrhaging ideologically. Drawing from personal experiences when I listened to my grandmother’s stories, the study looks at the influence of folktales on my creative writing career. I reflect on my experiences as a Fulbright Scholar, as well as my Canadian experiences as storyteller and writer-in-residence at the University of Manitoba. Besides analysing stories written by missionaries in early Shona school readers, I also discuss folktales published in the Native Affairs Department Annual (NADA); the folktales performed as songs; the comic tales published by the Literature Bureau; tales developed for private institutions, government and non-governmental organisations; stories on radio, Twitter and many other forms. Besides giving the subaltern a voice, this research attempts to artistically demonstrate the power and versatility of the Shona folktale, as well as the genre’s potential for growth and development. Chapter 1 introduces the autoethngraphy method as well as what I hope to achieve through the methodology and style of writing. Chapter 2 is a conversation between a representative of the colonised and Cecil John Rhodes the imperialist. Besides pointing out imperialism’s damage to indigenous identities, the chapter discusses how Africa and Europe’s paradigms are diametrically conflicting. Chapter 3 introduces, explains and analyses the song/theory Chemutengure, and how it applies to the condition of the native in postcolonial Africa today. Chapter 4 tracks the trajectory of foreign tales in Zimbabwe, and how they influenced native folktales. The response of local tales is also critiqued. Chapter 5 looks at the milestones in the structural transformation of indigenous folktales, and how they were appropriated and hitched a ride in the wagon of change. Chapter 6 is a reflection on the impact of westernisation and globalisation in the lives of Africans, and how confused the native has become without his cultural anchor. Chapter 7 concludes by acknowledging the inevitability of change, and suggests how cultural practices and perspectives must respond to social change so as to remain relevant.
- Full Text:
- Date Issued: 2021
- Authors: Mabasa, Ignatius T
- Date: 2021
- Subjects: Ethnology -- Zimbabwe , Zimbabwe -- Folklore , Shona (African people) -- Folklore , Ethnoscience , Decolonization in literature , Decolonization -- Africa , Autoethnography , Chemutengure , Subaltern
- Language: Shona
- Type: text , Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/174198 , vital:42454 , http://doi.org/10.21504/10962/174198
- Description: Tsvakurudzo ino inyaya yangu sasarungano nemunyori weChiShona, asiwo iri nyaya yevanhu veChiShona. Inyaya yekurerwa kwandakaitwa nengano, ndikaona ngano dzakandirera dzichipinzwa muzvikoro, dzichisangana nechirungu, dzichifambidzana nechirungu, nekuzopedzisira dzazvara mimwe misambo yengano. Basa rino maonero angu ndichishandisa nzira yetsvakurudzo inonzi husarungano, kureva muono wasarungano. Izvi zvinoreva kududzira nekutsanangura, kufungisisa nekupenengura humhizha hunowanikwa mutsika nemagariro angu, sasarungano ari kupfuurira mberi nekuita ngano munyika yazara chirungu. Naizvozvo, ini ndini musoro wenyaya yandiri kutaura, asiwo ndirini zvakare muiti wetsvakurudzo. Ndichishandisa zvandakasangana nazvo, nezvandinofunga nekuona sasarungano – ndinodzokera kuchimbo chinotaura nyaya yevaShona pakapinda vachena munyika yeZimbabwe. Ndinotsanangura zvinoreva Chemutengure, uye nekukosha kwacho mukufambisa ruzivo, mashoko nekutsanangura hupenyu hwedu sevanhu vatema vakanga vakadzvanyiriwa. Chemutengure mafungiro, imhenenguro, iyambiro nehungwaru. Ndinotsanangura ruzivo rwevanhu vangu nekushanduka kwarwo kwakakonzerwa nechirungu. Ndinoita izvi ndichipenengura ngano, mabhuku, nziyo, mafungiro nezvimwe zvimutengure zvakatakura ngano. Otoetinogirafu iyo yandichapa zita rekuti husarungano imhando yekuvhiya uchiita tsvakurudzo, uye inowanikwa pakati pehumhizha hwekunyora nyaya nekupenengura zvine chekuita nehumhizha hwetsika nemagariro evanhu. Husarungano hunovhurira musiwo vanhu vanowanzovharirwa kunze netsvakurudzo dzinoitwa mumayunivhesiti dzine mitauro isiri yavo uyewo dzimwe nguva isinganzwisisike zviri nyn’ore. Husarungano hunoshandisa rondedzero nengano kuti zvinhu zvinosanganisira hukama nezvakasanganikwa nazvo nevanhu zvinzwisisike, panguva imwechete pachiumbwa hukama pakati penguva dzakare nazvino, hukama pakati pevanoita tsvakurudzo nevavari kuita tsvakurudzo pamusoro pavo, hukama pakati pevanyori nevaverengi, vanasarungano nevateereri vengano (Adams nevamwe, 2015). Tsvakurudzo ino haisi kuzopedza zvese zvinofanira kutaurwa pamusoro pengano, tsika nemagariro evanhu vatema, kunyorwa kwemabhuku nezvimwe zvakawanda zvainobata nekutarisa, asi riripo kuratidza simba nehupfumi huri muruzivo rwevaShona rwuri kurariswa muberere memba, chirungu chichirariswa mumba. Shanduko yandiri kutarisa mubasa rino inoda kuti isu vanhu vatema tisarambe tichiverengera kuti tirongeke nekuronga mafambiro nemararamiro achaita ruzivo rwedu munyika iri kukoshesa ruzivo, maitiro nezvinhu zvinogadzirwa nevarungu. Kana tikasaronga kuti tipembedze nekuwanisa ruzivo rwedu mukana, tichaita mufakose – kurasikirwa nezvedu, nekusakwana kana kunyatsonzwisisa zvevamwe zvatiri kukoshesa. Ruzivo rwandakashandisa mubasa rino rwunosanganisira zvakaitika kwandiri kubva pandakatanga kuziva ngano dzandakaudzwa nambuya vangu, kubatsirwa kwangu nengano kuchikoro, kuve munyori wemabhuku, nekuenda kwangu mhiri kwemakungwa sasarungano. Zvakarewo ndiri kutarisa ngano dzakaunganidzwa nekunyorwa nemamishenari, ngano dzakanyorwa kare muNative Afffairs Department Annual (NADA), ngano dzakaitwa senziyo, ngano dzakaitwa neLiterature Bureau, nengano dzandave kuita dzemanon-governmental organisations (NGO), panhepfenyuro, paTwitter nezvimwe zvimutengure zvakasiyana-siyana. Hupfumi huri mungano, mazano ekuri kuenda ngano dzedu, nezvinoreva chemutengure senzira yemafungiro zvinobuda mutsvakurudzo ino. Chitsauko 1 ndicho chinozama kutevedza nzira yekuita tsvakurudzo inozivikanwa, asi Chitsauko 2 inyunyuto inoburitsa mukundo une chirungu sekuunzwa kwachakaitwa naCecil John Rhodes. Chitsauko 3 chinotambanudza nekujekesa kukosha kwechimbo Chemutengure, uyewo nekuti sezano, chemutengure chinotibata sei nhasi uno. Chitsauko 4 chinoronda nzira dzakafamba nadzo ngano dzekunze dzichipinda matiri, uyewo nezvakaitwa nengano dzedu pamusoro peshanduko yakanga yauya. Chitsauko 5 chinopa mienzaniso yezviteshi zvakamira ngano dzevatema padzakabva mumisha dzichienda kuzvikoro kusvika dzazove muzvimwe zvimutengure zvakadziendesa kure nasarungano. Chitsauko 6 chinotarisa dambudziko rine chirungu muhupenyu hwevanhu vatema, nekukosha kwekudada nerudzi rwedu. Chitsauko 7 chinopeta basa chichipa mazano, chichiratidza kuti ngano hadzifanire kufa nekuti dzakagara dzine simba rekufambirana nenguva. , This research is my story as a Shona folklorist and creative writer, but it is also the story of the Shona people. It is a story of how I am “a child” of storytelling, and how the stories that raised me got appropriated and incorporated into the colonial school system where they converged and mixed with western forms of storytelling to create hybrids. As a storyteller I use autoethnography – which offers an insider’s perspective - to interpret and explain, to reflect and analyse the art of storytelling in my culture. The alienation of indigenous knowledge and cultural practices – specifically storytelling, is what necessitates the use of autoethnography for this study. Autoethnography is a qualitative research method of writing and storytelling where the researcher is the subject and the researcher's experiences are the data. I, being a Shona storyteller and creative writer, will systematically journey back and analyse personal experiences in order to make sense of the Shona people’s cultural experiences. The research process will see me running away from depending on other people’s records about my people’s cultural history. Instead, I traverse back in time to consult and extract a theory from the Shona song called Chemutengure from around 1890 that tells the story of British colonisation from the perspective of the colonised. I theorise and explain Chemutengure’s pedagogical and epistemological significance in critiquing the plight of Africans suffering contact-induced change. I apply the Chemutengure theory to folktales, books, songs, paradigms and other agents that played an active role in producing new forms of storytelling and worldviews. Autoethnography is a type of research method that blends engaging creative writing and analysis of cultural experiences. It opens doors of research to the subalterns who are usually shut out by research that is done in universities. “Rather than producing esoteric, jargon-laden texts, many auto-ethnographers recognize a need to speak also to nonacademic audiences,” (Adams et al, 2015: 42) employing narrative and story-telling to give meaning to identities, relationships, and experiences, and to create relationships between past and present, researchers and participants, writers and readers, tellers and audiences, (Adams et al, 2015:23). This research will not exhaust all that needs to be explored and said about Shona folktales, creativity and culture, or its literature and the many cultural aspects it looks at. Rather, it seeks to highlight, decolonize and deconstruct colonial mentalities, while emancipating the Shona worldview that has been put on leash by colonialism and western capitalistic tendencies. The study also looks at positive change that occurs when cultures inform one another, but without turning a blind eye to the lack of mutuality and how the logic of capitalism has left Africa hemorrhaging ideologically. Drawing from personal experiences when I listened to my grandmother’s stories, the study looks at the influence of folktales on my creative writing career. I reflect on my experiences as a Fulbright Scholar, as well as my Canadian experiences as storyteller and writer-in-residence at the University of Manitoba. Besides analysing stories written by missionaries in early Shona school readers, I also discuss folktales published in the Native Affairs Department Annual (NADA); the folktales performed as songs; the comic tales published by the Literature Bureau; tales developed for private institutions, government and non-governmental organisations; stories on radio, Twitter and many other forms. Besides giving the subaltern a voice, this research attempts to artistically demonstrate the power and versatility of the Shona folktale, as well as the genre’s potential for growth and development. Chapter 1 introduces the autoethngraphy method as well as what I hope to achieve through the methodology and style of writing. Chapter 2 is a conversation between a representative of the colonised and Cecil John Rhodes the imperialist. Besides pointing out imperialism’s damage to indigenous identities, the chapter discusses how Africa and Europe’s paradigms are diametrically conflicting. Chapter 3 introduces, explains and analyses the song/theory Chemutengure, and how it applies to the condition of the native in postcolonial Africa today. Chapter 4 tracks the trajectory of foreign tales in Zimbabwe, and how they influenced native folktales. The response of local tales is also critiqued. Chapter 5 looks at the milestones in the structural transformation of indigenous folktales, and how they were appropriated and hitched a ride in the wagon of change. Chapter 6 is a reflection on the impact of westernisation and globalisation in the lives of Africans, and how confused the native has become without his cultural anchor. Chapter 7 concludes by acknowledging the inevitability of change, and suggests how cultural practices and perspectives must respond to social change so as to remain relevant.
- Full Text:
- Date Issued: 2021
Dictionaries as pedagogic tools: a case study of selected schools in Makhanda, Eastern Cape
- Authors: Wababa, Zola Richman
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434651 , vital:73093 , DOI 10.21504/10962/434656
- Description: The importance of dictionaries in society has been confirmed in relevant literature while their specific role in education is underlined by several studies focused on the use of dictionaries in teaching and learning. This study focuses on mother-tongue or first language (L1) isiXhosa learners and their use of dictionaries across subjects in the Intermediate Phase of primary schooling. The research sought to examine how dictionaries are used in teaching and learning and how they could be used more effectively in the teaching and learning processes, with a focus on isiXhosa L1 learners in the Makhanda area of the Sarah Baartman District of education, Eastern Cape. The general aim of this study was to improve the process and practice of using and producing Language for General Purpose (LGP) and Language for Specific Purpose (LSP) dictionaries across subjects. The study also sought to contribute to improving the functional value and user-friendliness of teaching support materials, such as dictionaries. The Curriculum and Assessment Policy Statement (CAPS) policy document states that dictionaries are essential in teaching and learning of both language and content subjects. In relation to language subjects, the CAPS is explicit about the use of dictionaries in the acquisition of vocabulary, meaning, spelling, pronunciation, and grammar, among other types of information that are integral in language attainment and learning. Nonetheless, the CAPS document does not clearly articulate the use of dictionaries in content subjects. The study draws on two branches of lexicography – namely, dictionary user research and dictionary criticism – to examine the extent to which dictionaries are problem-solving tools which assist users to meet their cognitive and communicative needs. Thus, the study seeks to influence policy and practice of the use of dictionaries as teaching and learning resource materials that could help teachers and learners better understand key concepts across subjects. A mixed-method approach was used to collect both quantitative and qualitative data using a variety of data collection instruments, viz., observation schedules, questionnaires, and interviews. The study found that although teachers were aware of dictionaries, they did not use them as a resource in teaching. Furthermore, teachers lacked skills in the use of dictionaries, therefore, they were not able to effectively integrate dictionaries in their lessons. The research also found that learners had little awareness of dictionaries and did not fully understand their role in language acquisition or content. Lastly, the study offered some insights on how dictionaries could be integrated in teaching and learning, and how their use could address some communicative and cognitive problems faced by non-mother tongue English speakers in a context where English dominates teaching and learning at the expense of learners’ L1. , Thesis (PhD) -- Faculty of Humanities, School of Languages and Literatures, 2024
- Full Text:
- Date Issued: 2024-04-03
- Authors: Wababa, Zola Richman
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434651 , vital:73093 , DOI 10.21504/10962/434656
- Description: The importance of dictionaries in society has been confirmed in relevant literature while their specific role in education is underlined by several studies focused on the use of dictionaries in teaching and learning. This study focuses on mother-tongue or first language (L1) isiXhosa learners and their use of dictionaries across subjects in the Intermediate Phase of primary schooling. The research sought to examine how dictionaries are used in teaching and learning and how they could be used more effectively in the teaching and learning processes, with a focus on isiXhosa L1 learners in the Makhanda area of the Sarah Baartman District of education, Eastern Cape. The general aim of this study was to improve the process and practice of using and producing Language for General Purpose (LGP) and Language for Specific Purpose (LSP) dictionaries across subjects. The study also sought to contribute to improving the functional value and user-friendliness of teaching support materials, such as dictionaries. The Curriculum and Assessment Policy Statement (CAPS) policy document states that dictionaries are essential in teaching and learning of both language and content subjects. In relation to language subjects, the CAPS is explicit about the use of dictionaries in the acquisition of vocabulary, meaning, spelling, pronunciation, and grammar, among other types of information that are integral in language attainment and learning. Nonetheless, the CAPS document does not clearly articulate the use of dictionaries in content subjects. The study draws on two branches of lexicography – namely, dictionary user research and dictionary criticism – to examine the extent to which dictionaries are problem-solving tools which assist users to meet their cognitive and communicative needs. Thus, the study seeks to influence policy and practice of the use of dictionaries as teaching and learning resource materials that could help teachers and learners better understand key concepts across subjects. A mixed-method approach was used to collect both quantitative and qualitative data using a variety of data collection instruments, viz., observation schedules, questionnaires, and interviews. The study found that although teachers were aware of dictionaries, they did not use them as a resource in teaching. Furthermore, teachers lacked skills in the use of dictionaries, therefore, they were not able to effectively integrate dictionaries in their lessons. The research also found that learners had little awareness of dictionaries and did not fully understand their role in language acquisition or content. Lastly, the study offered some insights on how dictionaries could be integrated in teaching and learning, and how their use could address some communicative and cognitive problems faced by non-mother tongue English speakers in a context where English dominates teaching and learning at the expense of learners’ L1. , Thesis (PhD) -- Faculty of Humanities, School of Languages and Literatures, 2024
- Full Text:
- Date Issued: 2024-04-03