From the lens of isiXhosa female writers: female protagonists and the use of non-conformity in challenging gender roles in the post liberation isixhosa literature
- Authors: Zeleni, Olwethu
- Date: 2022-01
- Subjects: Women in literature , Feminism and literature , Xhosa literature
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23840 , vital:60915
- Description: This dissertation explored the way women are presented in five isiXhosa literary works by female writers in post independence South Africa, with particular focus on how non-conformity is used to challenge gender roles. The study analysed two novels entitled Iqhina lomtshato (1995) by Nomlamli Mayosi and Uzenzile akakhalelwa (2016) by Yolisa Madolo, as well as four drama books titled Nyana nank’unyoko (1997) by Yoliswa Taleni, Akwaba (2004) by Thenjiswa Ntwana, Hamba nam ndipheleke and Imida (2015) by Nompumezo Buzani. Structural, Afrocentrism and African feminism were used to guide the study. The structural theory gave the researcher to review language contructs in relation to gender, African feminism and Afrocentrism gave the researcher the lenses to view gender issues within the African context, in line with the peculiar challenges that women continue to face in the content. Another important factor which is the focus of the study is the depiction of women by female writers, in order to challenge the roles that are given to women. The question that one ask then is: How do female writers lend their voices to female characters to address gender issues in society, with particular focus on gender roles? This thesis argues that the five isiXhosa female writers, who are contemporary African women writers, have noticed gender related assumptions and in their works, they are making an attempt to debunk these assumptions. It is hoped that this study will contribute to the existing debates on gender and division of labour. , Thesis (MA) -- Faculty of Social Sciences and Humanities, 2022
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- Date Issued: 2022-01
Eastern Cape students’ barriers to well-being and academic success in higher education: A photovoice study
- Authors: Dilley, Jessica
- Date: 2020-02
- Subjects: Education, Higher , Educational change -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20949 , vital:46862
- Description: The contemporary educational landscape in South Africa is characterised by prevailing inequities and disparities within higher education institutions and poor academic achievement. Although participation in higher education has increased over time, many students do not complete their courses within the required time and a high proportion of students continue to drop out, with few students progressing to postgraduate level. Majority of students who do not complete their courses are poor. Many students are faced with a number of barriers that stand in the way of academic success and, ultimately, graduation. However, through agency students often draw from a range of supports to promote their well-being and academic success. This study aims to balance the literature by investigating not only the barriers, but also the supports to success in university. This study addresses the notion that students from historically black universities are underrepresented in the literature. The current study explored Eastern Cape students’ barriers and supports to success within higher education. Five undergraduate female students participated in focus groups, which incorporated photovoice, adding to the participative nature of the research methodology. Focus group data were subjected to thematic analysis, informed by social constructionist theory. Three themes were prevalent: barriers within higher education, coping strategies positioned on a continuum and supports in higher education. Descriptions revealed that barriers and supports are reinforced by prevailing discourses, which are critiqued and/or used for the benefit of the students’ well-being. Barriers were limiting, yet also sites for personal growth and agency, whilst the engagement with supports was mediated predominantly by the intersection of social categories (race, gender, socio-economic status) occupied by students. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2020
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- Date Issued: 2020-02