Nontsizi Mgqwetho’s the nation’s bounty: a prophetic voice towards an African literary theory
- Authors: Nxasana, Thulani
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4547 , vital:20687
- Description: This thesis seeks to examine the ways in which Africans and African scholarship in particular have relied on the West to lead the way in scientific inquiry, theory and ways of approaching literary texts thus the stunting effects of this in the growth and development of uniquely African literary scholarship and theorising. In his seminal work, Decolonising the Mind, Wa Thiong’o (1987a) stresses that “...how we view ourselves, our environment even, is very much dependent on where we stand in relationship to imperialism in its colonial and neocolonial stages; that if we are to do anything about our individual and collective being today, then we have to coldly and consciously look at what imperialism has been doing to us and to our view of ourselves in the universe” (Wa Thiong’o, 1987a, p.88). Although most African countries obtained their liberation decades ago, seemingly western cultural imperialism still dominates and plagues the African psyche; hence they largely look to the West and ways of the West for established and emergent theoretical conceptions. This thesis aims to interrogate popular western literary theories unquestioningly used to analyse African works, particularly feminism and post-colonial theory; furthermore, to show crucial factors not taken into account such as the evolving power dynamics in African societies, the role of the “sacred” or spirituality which often forms and informs the dynamics of the text, and lastly, based on the poetry of Nontsizi Mgqwetho, to advocate for the need for an African literary theory and put forward the essential tenets of such a theory. The poetry of Xhosa poet, Nontsizi Mgqwetho, is used to analyse the complexities and dynamics of African literary production written in African languages; her poetry is written in isiXhosa to a Xhosa audience, a far cry from the assumption that African literary texts are concerned with writing to the “centre” as post-colonial theorists claim. Her work explicitly provides Africans with an approach to overcome territorial and cultural imperialism; she sees within the African psyche and traditional values empowering modes of resistance against any type of domination and through her poetry illustrates meaningful ways that Africans can critically engage with and examine the positives and negatives of cultural exchange and or assimilation, and the effects thereof while at the same time remaining proudly Africa.
- Full Text:
- Date Issued: 2017
- Authors: Nxasana, Thulani
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4547 , vital:20687
- Description: This thesis seeks to examine the ways in which Africans and African scholarship in particular have relied on the West to lead the way in scientific inquiry, theory and ways of approaching literary texts thus the stunting effects of this in the growth and development of uniquely African literary scholarship and theorising. In his seminal work, Decolonising the Mind, Wa Thiong’o (1987a) stresses that “...how we view ourselves, our environment even, is very much dependent on where we stand in relationship to imperialism in its colonial and neocolonial stages; that if we are to do anything about our individual and collective being today, then we have to coldly and consciously look at what imperialism has been doing to us and to our view of ourselves in the universe” (Wa Thiong’o, 1987a, p.88). Although most African countries obtained their liberation decades ago, seemingly western cultural imperialism still dominates and plagues the African psyche; hence they largely look to the West and ways of the West for established and emergent theoretical conceptions. This thesis aims to interrogate popular western literary theories unquestioningly used to analyse African works, particularly feminism and post-colonial theory; furthermore, to show crucial factors not taken into account such as the evolving power dynamics in African societies, the role of the “sacred” or spirituality which often forms and informs the dynamics of the text, and lastly, based on the poetry of Nontsizi Mgqwetho, to advocate for the need for an African literary theory and put forward the essential tenets of such a theory. The poetry of Xhosa poet, Nontsizi Mgqwetho, is used to analyse the complexities and dynamics of African literary production written in African languages; her poetry is written in isiXhosa to a Xhosa audience, a far cry from the assumption that African literary texts are concerned with writing to the “centre” as post-colonial theorists claim. Her work explicitly provides Africans with an approach to overcome territorial and cultural imperialism; she sees within the African psyche and traditional values empowering modes of resistance against any type of domination and through her poetry illustrates meaningful ways that Africans can critically engage with and examine the positives and negatives of cultural exchange and or assimilation, and the effects thereof while at the same time remaining proudly Africa.
- Full Text:
- Date Issued: 2017
Indigenous and traditional musics in the school classroom : a re-evaluation of the South African Indigenous African Music (IAM) curriculum
- Authors: McConnachie, Boudina
- Date: 2017
- Subjects: Ethnomusicology , Indigenous people -- Music , Music -- Instruction and study -- Africa , Music -- Instruction and study -- Curricula -- Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:21182 , http://hdl.handle.net/10962/6806
- Description: Musical ideals set by European standards and values, entrenched through colonial oppression and promoted by the continued veneration of Western culture need to be re-evaluated. Despite the intention of the ANC government, through the Department of Basic Education's Curriculum and Assessment Policy Statement music curricula, to integrate Indigenous Knowledge and musics into the South African classroom, evidence shows that opportunities to do so are not seized. With reference to the proclaimed values of an African sensibility in the model of the South African music education curriculum, the history of its development and the current pedagogical movement towards transformation in the production of knowledge and the inclusion of Indigenous Knowledge (IK), this thesis questions why teachers in government schools in South Africa are not executing the Indigenous African Music (IAM) syllabus in the CAPS FET music curriculum. Taking the history of music education and the development of curriculum models and frameworks into account, it interrogates what strategies could improve the application of the current music curriculum in government schools in South Africa. These questions are addressed in the thesis by way of a discussion of the music curriculum and what its praxis in the classroom reveals about its efficacy, through observations and personal experiences, the observations of teachers and student teachers, a comparison with the experience in Zimbabwe, and an analysis of the music curriculum as it is currently devised and implemented. Straddling three methodological approaches, namely the ethnographic, the autoethnographic and the action research approach this study finds that the CAPS FET music curriculum does provide realistic opportunities to engage with African Indigenous and traditional music. This, however, is dependent upon the training of the teacher, facilities available in the classroom and the prior knowledge of the learner. A fundamental flaw of this curriculum is the approach to practical assessment of Indigenous and traditional African musics and the lack of assessment criteria and practical guidelines. In addition, the findings suggest that the fault regarding implementation of the curriculum lies in the training of students (who become teachers) at tertiary level, where an integrated approach to skills development regarding Indigenous African music is suggested.
- Full Text:
- Date Issued: 2017
- Authors: McConnachie, Boudina
- Date: 2017
- Subjects: Ethnomusicology , Indigenous people -- Music , Music -- Instruction and study -- Africa , Music -- Instruction and study -- Curricula -- Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:21182 , http://hdl.handle.net/10962/6806
- Description: Musical ideals set by European standards and values, entrenched through colonial oppression and promoted by the continued veneration of Western culture need to be re-evaluated. Despite the intention of the ANC government, through the Department of Basic Education's Curriculum and Assessment Policy Statement music curricula, to integrate Indigenous Knowledge and musics into the South African classroom, evidence shows that opportunities to do so are not seized. With reference to the proclaimed values of an African sensibility in the model of the South African music education curriculum, the history of its development and the current pedagogical movement towards transformation in the production of knowledge and the inclusion of Indigenous Knowledge (IK), this thesis questions why teachers in government schools in South Africa are not executing the Indigenous African Music (IAM) syllabus in the CAPS FET music curriculum. Taking the history of music education and the development of curriculum models and frameworks into account, it interrogates what strategies could improve the application of the current music curriculum in government schools in South Africa. These questions are addressed in the thesis by way of a discussion of the music curriculum and what its praxis in the classroom reveals about its efficacy, through observations and personal experiences, the observations of teachers and student teachers, a comparison with the experience in Zimbabwe, and an analysis of the music curriculum as it is currently devised and implemented. Straddling three methodological approaches, namely the ethnographic, the autoethnographic and the action research approach this study finds that the CAPS FET music curriculum does provide realistic opportunities to engage with African Indigenous and traditional music. This, however, is dependent upon the training of the teacher, facilities available in the classroom and the prior knowledge of the learner. A fundamental flaw of this curriculum is the approach to practical assessment of Indigenous and traditional African musics and the lack of assessment criteria and practical guidelines. In addition, the findings suggest that the fault regarding implementation of the curriculum lies in the training of students (who become teachers) at tertiary level, where an integrated approach to skills development regarding Indigenous African music is suggested.
- Full Text:
- Date Issued: 2017
Transcription, edition, translation and critical analysis of biographical poems contributed by S E K Mqhayi to early IsiXhosa newspapers
- Authors: Mazwi, Ntombomzi R
- Date: 2017
- Subjects: Mqhayi, S E K -- Criticism and interpretation , Mqhayi, S E K -- Translations , Xhosa language -- Transcription , Xhosa poetry -- History and criticism , Xhosa poetry -- Translations
- Language: English , Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/18570 , vital:22356
- Description: During the nineteenth century secular creative literature produced by missionaries and publishers was designed for the educational market and for school children and there was nothing for adults. Works of isiXhosa literature was controlled in content and freely edited by the missionaries to satisfy the demands of educational syllabuses. As a result, students at universities, scholars of literature and academics in higher education are lacking primary documents on this literature and therefore are forced to study the limited and unavailable literature books. This thesis concentrates on the work of a particular isiXhosa writer, namely that of S.E.K. Mqhayi. The earlier writers like S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo and others made their mark in South African literature and culture. Their works were published in journals and newspapers in isiXhosa by the missionaries. This means isiXhosa literature can be found in abundance in the earlier newspapers. What needs to be addressed is how the South African community and literature scholars mentioned above could have access to that work. Mqhayi is well known as the father of the isiXhosa language because of his substantial literary and linguistic contribution to the development of the language. As already mentioned he made his contribution through written work which was published in various newspapers of his time and unfortunately most people are unable to access this material, hence the focus of this thesis. The vast majority of his journalism remains as yet uncollected. However, scholars like Opland (1983) and Saule (1989) made some effort to bring this information to the public through their extensive research. S.E.K. Mqhayi’s popular poems have been published and analyzed over the last century and more recently (Qangule 1979; Kuse 1979; Opland 1983; Saule 1989 & 1996; Ntuli & Swanepoel 1993 and Opland 2009). However, in terms of quantity and value, these are negligible compared to what Mqhayi has published. There are still numerous of Mqhayi’s poems that would add value to the study and history of isiXhosa literature. The main aim of this research is to carry on from where these scholars left off and to bring to the fore the legacy Mqhayi left to the South African people. Hence, thirty (30) poems on people by S.E.K. Mqhayi have been transcribed from the old newspapers, re- typed, translated into English and analysed. These poems are largely published in newspapers but have never been subsequently republished, and hence they are almost completely unknown. The thirty (30) poems have been selected with the assistance of Professor Jeff Opland, a retired Professor from the University of London’s School of Oriental and African Studies (SOAS). The poems are from his Opland Collection of Xhosa Literature housed in Godalming, United Kingdom. They are presented in the manner in which they appeared originally, that is, in terms of isiXhosa orthography during the times of Mqhayi’s writing (Diplomatic Presentation). The data is analysed and discussed in relation to how Mqhayi’s biographical poems can give insight not only to Mqhayi’s subjects of praise, but into how he uses historical, political and sociocultural contexts in the praises of his subjects, meaning that the discussion revolves around the practice of the Historical-Biographical Criticism. The poems are translated into English to allow for this literature not only to be disseminated among isiXhosa speakers, but also to speakers of other languages who understand English. The translation method chosen is the one believed to produce the originality of the source text and sameness of meaning in the target text which is regarded as equivalence. This thesis therefore is an investigation into 30 poems selected from biographical poems written by S.E.K. Mqhayi in newspapers during the period 1899-1944. In essence this thesis presents an in-depth analysis of Mqhayi’s poems against the backdrop of oral literary theory as expounded by theorists who have grappled with the orality-literacy debate, a debate which directly informs Mqhayi’s poetry as he was the first oral poet to transition between orality and literacy. , Uncwadi oluveliswe kwishumi elinesithoba lamakhulu eminyaka ziimishinari nabapapashi lwalwenzelwe izifundiswa kunye nabantwana besikolo kwaye akukho msebenzi mninzi ofumanekayo owawenzelwe abantu basekuhlaleni. Umsebenzi omninzi wokubhaliweyo kuncwadi lwesiXhosa wawulawulwa, uhlelwa kwaye ulungiselelwa uqingqo lwezifundo. Oko ke kuye kwabangela ukuba abafundi abakumaziko emfundo ephakamileyo, iimfundi zoncwadi kunye nabahlohli zingabinawo amaxwebhu okwenene oncwadi lwesiXhosa, kwaye loo nto yenza ukuba kufundwe kwaye kwenziwe uphando ngeencwadi ezimbalwa. Olu phando ke ngoko luza kuqwalasela lugxininise kumsebenzi wombhali wesiXhosa onguS.E.K. Mqhayi. Ababhali bangaphambili abafana noo-S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo nabanye bashiya ifuthe elikhulu kuncwadi nenkcubeko yoMzantsi Afrika. Imisebenzi yabo yayipapashwe ziimishinari ngesiXhosa kuluhlu lwemibhalo namaphephandaba. Oko ke kuthetha ukuthi le misebenzi yesiXhosa iyafumaneka kumaphepha-ndaba angaphambili. Okufuneka kulungisiwe yindlela abemi boMzantsi Afrika kunye nezi mfundi zoncwadi zikhankanywe ngentla zingathi ziwufumane lo msebenzi waba babhali bangaphambili. UMqhayi waziwa ngokuba yinkcuba- buchopho yolwimi lwesiXhosa kwaye udlale indima enkulu kakhulu ekuphuhliseni ulwimi lwesiXhosa. Njengokuba sele ikhankanyiwe ngentla, umsebenzi wakhe upapashwe kumaphephandaba awohlukeneyo wela xesha wayesaphila kwaye kungelishwa ke ukuba abantu abaninzi abakwazi ukuwufumana loo msebenzi. Eminye yemisebenzi yakhe emininzi ke kodwa ayiqokelelwanga. Iingcali ezifana noo-Opland (1983) noSaule (1989) zaye zenza uphando olukhulu zizama ukuzisa olu lwazi eluntwini, kodwa oko akwanelanga. Kwiminyaka edlulileyo imibongo edumileyo ka-S.E.K. Mqhayi sele yapapashwa (Qangule, 1979; Kuse, 1979; Opland, 1983 & 2009; Saule, 1989 & 1996; Ntuli & Swanepoel, 1993). Nangona kunjalo ke isekhona eminye imibongo kaMqhayi engekaveli nenokuthi ibe nenxaxheba kakhulu ekufundeni nasekufundiseni uncwadi lwesiXhosa. Olu phando ke kukuqhubeka apho aba babhali bakhankanyiweyo bayeke khona ukuzisa phambili umsebenzi nelifa elashiywa nguMqhayi kubemi baseMzantsi Afrika. Kungoko ke imibongo engabantu engama-30 kaMqhayi iza kuthi ikhutshelwe isuka kumaphephandaba akudala, iguqulelwe esiNgesini ze ihlahlelwe. Uninzi lwale mibongo ipapashwe kumaphephandaba akudala kwaye zange iphinde ipapashwe kwenye indawo, kungoko ke ingaziwa kakhulu. Ukukhethwa kwale mibongo ingama-30 kuncediswe nguNjingalwazi uJeff Opland, uNjingalwazi odla umhlala-phantsi weYunivesithi yase-London kwiSikolo seZifundo ngezaseAfrika naseMpumalanga (SOAS). Le mibongo isuka kuluhlu lwakhe athe waluqokelela nolubizwa ngokuba yi-Opland Collection of Xhosa Literature oluse- Godalming, e-United Kingdom. Indlela le mibongo eza kuthi ibhalwe ngayo yileyo uMqhayi wayeyibhale ngayo ngexesha lakhe. Le mibongo ihleliwe kwaye oko kubhaliweyo malunga nayo kuquka indlela apho imibongo kaMqhayi ngobomi babantu kuthi kubonise indlela abonga nabonisa ngayo izinto zoPolitiko, zakudala nezasekuhlaleni ezazisenzeka ngela xesha. Indlela ethi konke oku kuthi kuvele kule mibongo kaMqhayi kwaye kuya kuthi kuvezwe kolu phando. Ukuguqulelwa kwale mibongo esiNgesini kuya kuthi kuncede ukuba nabo bangasithethiyo isiXhosa bakwazi ukufumana le mibongo. Indlela esetyenzisiweyo yoguqulo-lwimi yale mibongo yileyo ivumela ukuba umbhalo uguqulelwe ngokufanayo nombhalo-ntsusa kwaye intsingiselo kumbhalo ekuguqulelwa kuwo ingatshintshi. Lo misebenzi ke ngoko uluphando lwemibongo engabantu ekhethiweyo engama30 ebhalwe nguSEK Mqhayi kumaphephandaba kwimiminyaka u1899 - 1944. Umongo wolu phando kukwenza uhlalutyo - nzulu lwemibongo kaMqhayi eyaleka kuphando - lwazi osele lwenziwe njengoko lucaciswa ziingcali ezithe zazamana nengxoxo yoncwadi lomlomo, ngxoxo leyo ethe yachaphazela ngokumandla umongo wezibongo zikaMqhayi njengembongi yokuqala ukuwela ukusuka kuncwadi lomlomo ukuya kuncwadi olubhaliweyo.
- Full Text:
- Date Issued: 2017
- Authors: Mazwi, Ntombomzi R
- Date: 2017
- Subjects: Mqhayi, S E K -- Criticism and interpretation , Mqhayi, S E K -- Translations , Xhosa language -- Transcription , Xhosa poetry -- History and criticism , Xhosa poetry -- Translations
- Language: English , Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/18570 , vital:22356
- Description: During the nineteenth century secular creative literature produced by missionaries and publishers was designed for the educational market and for school children and there was nothing for adults. Works of isiXhosa literature was controlled in content and freely edited by the missionaries to satisfy the demands of educational syllabuses. As a result, students at universities, scholars of literature and academics in higher education are lacking primary documents on this literature and therefore are forced to study the limited and unavailable literature books. This thesis concentrates on the work of a particular isiXhosa writer, namely that of S.E.K. Mqhayi. The earlier writers like S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo and others made their mark in South African literature and culture. Their works were published in journals and newspapers in isiXhosa by the missionaries. This means isiXhosa literature can be found in abundance in the earlier newspapers. What needs to be addressed is how the South African community and literature scholars mentioned above could have access to that work. Mqhayi is well known as the father of the isiXhosa language because of his substantial literary and linguistic contribution to the development of the language. As already mentioned he made his contribution through written work which was published in various newspapers of his time and unfortunately most people are unable to access this material, hence the focus of this thesis. The vast majority of his journalism remains as yet uncollected. However, scholars like Opland (1983) and Saule (1989) made some effort to bring this information to the public through their extensive research. S.E.K. Mqhayi’s popular poems have been published and analyzed over the last century and more recently (Qangule 1979; Kuse 1979; Opland 1983; Saule 1989 & 1996; Ntuli & Swanepoel 1993 and Opland 2009). However, in terms of quantity and value, these are negligible compared to what Mqhayi has published. There are still numerous of Mqhayi’s poems that would add value to the study and history of isiXhosa literature. The main aim of this research is to carry on from where these scholars left off and to bring to the fore the legacy Mqhayi left to the South African people. Hence, thirty (30) poems on people by S.E.K. Mqhayi have been transcribed from the old newspapers, re- typed, translated into English and analysed. These poems are largely published in newspapers but have never been subsequently republished, and hence they are almost completely unknown. The thirty (30) poems have been selected with the assistance of Professor Jeff Opland, a retired Professor from the University of London’s School of Oriental and African Studies (SOAS). The poems are from his Opland Collection of Xhosa Literature housed in Godalming, United Kingdom. They are presented in the manner in which they appeared originally, that is, in terms of isiXhosa orthography during the times of Mqhayi’s writing (Diplomatic Presentation). The data is analysed and discussed in relation to how Mqhayi’s biographical poems can give insight not only to Mqhayi’s subjects of praise, but into how he uses historical, political and sociocultural contexts in the praises of his subjects, meaning that the discussion revolves around the practice of the Historical-Biographical Criticism. The poems are translated into English to allow for this literature not only to be disseminated among isiXhosa speakers, but also to speakers of other languages who understand English. The translation method chosen is the one believed to produce the originality of the source text and sameness of meaning in the target text which is regarded as equivalence. This thesis therefore is an investigation into 30 poems selected from biographical poems written by S.E.K. Mqhayi in newspapers during the period 1899-1944. In essence this thesis presents an in-depth analysis of Mqhayi’s poems against the backdrop of oral literary theory as expounded by theorists who have grappled with the orality-literacy debate, a debate which directly informs Mqhayi’s poetry as he was the first oral poet to transition between orality and literacy. , Uncwadi oluveliswe kwishumi elinesithoba lamakhulu eminyaka ziimishinari nabapapashi lwalwenzelwe izifundiswa kunye nabantwana besikolo kwaye akukho msebenzi mninzi ofumanekayo owawenzelwe abantu basekuhlaleni. Umsebenzi omninzi wokubhaliweyo kuncwadi lwesiXhosa wawulawulwa, uhlelwa kwaye ulungiselelwa uqingqo lwezifundo. Oko ke kuye kwabangela ukuba abafundi abakumaziko emfundo ephakamileyo, iimfundi zoncwadi kunye nabahlohli zingabinawo amaxwebhu okwenene oncwadi lwesiXhosa, kwaye loo nto yenza ukuba kufundwe kwaye kwenziwe uphando ngeencwadi ezimbalwa. Olu phando ke ngoko luza kuqwalasela lugxininise kumsebenzi wombhali wesiXhosa onguS.E.K. Mqhayi. Ababhali bangaphambili abafana noo-S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo nabanye bashiya ifuthe elikhulu kuncwadi nenkcubeko yoMzantsi Afrika. Imisebenzi yabo yayipapashwe ziimishinari ngesiXhosa kuluhlu lwemibhalo namaphephandaba. Oko ke kuthetha ukuthi le misebenzi yesiXhosa iyafumaneka kumaphepha-ndaba angaphambili. Okufuneka kulungisiwe yindlela abemi boMzantsi Afrika kunye nezi mfundi zoncwadi zikhankanywe ngentla zingathi ziwufumane lo msebenzi waba babhali bangaphambili. UMqhayi waziwa ngokuba yinkcuba- buchopho yolwimi lwesiXhosa kwaye udlale indima enkulu kakhulu ekuphuhliseni ulwimi lwesiXhosa. Njengokuba sele ikhankanyiwe ngentla, umsebenzi wakhe upapashwe kumaphephandaba awohlukeneyo wela xesha wayesaphila kwaye kungelishwa ke ukuba abantu abaninzi abakwazi ukuwufumana loo msebenzi. Eminye yemisebenzi yakhe emininzi ke kodwa ayiqokelelwanga. Iingcali ezifana noo-Opland (1983) noSaule (1989) zaye zenza uphando olukhulu zizama ukuzisa olu lwazi eluntwini, kodwa oko akwanelanga. Kwiminyaka edlulileyo imibongo edumileyo ka-S.E.K. Mqhayi sele yapapashwa (Qangule, 1979; Kuse, 1979; Opland, 1983 & 2009; Saule, 1989 & 1996; Ntuli & Swanepoel, 1993). Nangona kunjalo ke isekhona eminye imibongo kaMqhayi engekaveli nenokuthi ibe nenxaxheba kakhulu ekufundeni nasekufundiseni uncwadi lwesiXhosa. Olu phando ke kukuqhubeka apho aba babhali bakhankanyiweyo bayeke khona ukuzisa phambili umsebenzi nelifa elashiywa nguMqhayi kubemi baseMzantsi Afrika. Kungoko ke imibongo engabantu engama-30 kaMqhayi iza kuthi ikhutshelwe isuka kumaphephandaba akudala, iguqulelwe esiNgesini ze ihlahlelwe. Uninzi lwale mibongo ipapashwe kumaphephandaba akudala kwaye zange iphinde ipapashwe kwenye indawo, kungoko ke ingaziwa kakhulu. Ukukhethwa kwale mibongo ingama-30 kuncediswe nguNjingalwazi uJeff Opland, uNjingalwazi odla umhlala-phantsi weYunivesithi yase-London kwiSikolo seZifundo ngezaseAfrika naseMpumalanga (SOAS). Le mibongo isuka kuluhlu lwakhe athe waluqokelela nolubizwa ngokuba yi-Opland Collection of Xhosa Literature oluse- Godalming, e-United Kingdom. Indlela le mibongo eza kuthi ibhalwe ngayo yileyo uMqhayi wayeyibhale ngayo ngexesha lakhe. Le mibongo ihleliwe kwaye oko kubhaliweyo malunga nayo kuquka indlela apho imibongo kaMqhayi ngobomi babantu kuthi kubonise indlela abonga nabonisa ngayo izinto zoPolitiko, zakudala nezasekuhlaleni ezazisenzeka ngela xesha. Indlela ethi konke oku kuthi kuvele kule mibongo kaMqhayi kwaye kuya kuthi kuvezwe kolu phando. Ukuguqulelwa kwale mibongo esiNgesini kuya kuthi kuncede ukuba nabo bangasithethiyo isiXhosa bakwazi ukufumana le mibongo. Indlela esetyenzisiweyo yoguqulo-lwimi yale mibongo yileyo ivumela ukuba umbhalo uguqulelwe ngokufanayo nombhalo-ntsusa kwaye intsingiselo kumbhalo ekuguqulelwa kuwo ingatshintshi. Lo misebenzi ke ngoko uluphando lwemibongo engabantu ekhethiweyo engama30 ebhalwe nguSEK Mqhayi kumaphephandaba kwimiminyaka u1899 - 1944. Umongo wolu phando kukwenza uhlalutyo - nzulu lwemibongo kaMqhayi eyaleka kuphando - lwazi osele lwenziwe njengoko lucaciswa ziingcali ezithe zazamana nengxoxo yoncwadi lomlomo, ngxoxo leyo ethe yachaphazela ngokumandla umongo wezibongo zikaMqhayi njengembongi yokuqala ukuwela ukusuka kuncwadi lomlomo ukuya kuncwadi olubhaliweyo.
- Full Text:
- Date Issued: 2017
The life and literary works of Peter Tshobiso Mtuze: a critical analysis
- Authors: Mafrika, Andile Ernest
- Date: 2017
- Subjects: Mtuze, P T -- Criticism and interpretation , Mtuze, P T -- UDingezweni , Mtuze, P T -- Alitshoni lingaphumi , Mtuze, P T -- Amathol’ eendaba. , Authors, Xhosa , Xhosa literature -- History and criticism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4400 , vital:20658
- Description: This thesis is an exploration of the concept of Mphahlele’s African Humanism, against the backdrop of the life and work of Peter Tshobiso Mtuze, well-known author of isiXhosa books, critic, academic and spiritual leader. Mtuze’s commitment to the collective rather than the individual is clearly illustrated in the thesis, suggesting that his early life of struggle, his belated development as an acclaimed academic, as well as his spiritual growth are all intertwined and underpinned by African Humanism and an Afrocentric ethos.The thesis consists of six chapters with each chapter focusing on a particular aspect of the research topic. Chapter One deals with the introduction to the research topic. Part of the introductory material consists of conventional preliminaries such as a research statement, aim of study, methodology, main assumptions of the study and the significance and benefit of the study. Chapter Two is the theoretical foundation of the thesis. It covers the origin of African Humanism as consciousness and as a system of society, oral and written literature in Africa and the early Xhosa literary humanism. Chapter Three is an overview of the biographical background of Peter Tshobiso Mtuze, his Pass Law battles in different towns of South Africa, how he joined the African National Congress (ANC) and his working life and writing life. Chapter Four analyses two major novels, UDingezweni and Alitshoni lingaphumi, and a short story book, Amathol’ eendaba. The analysis aims at revealing African consciousness and African way of life with specific reference to Xhosa people. Chapter Five deals with Xhosa spirituality, its aspects and symbols, Mtuze’s Spirituality and Anglicanism and his writings. Chapter Six is a general conclusion that highlights the main aspects of the thesis, the African personality and the prospects of African humanism in today’s world.
- Full Text:
- Date Issued: 2017
- Authors: Mafrika, Andile Ernest
- Date: 2017
- Subjects: Mtuze, P T -- Criticism and interpretation , Mtuze, P T -- UDingezweni , Mtuze, P T -- Alitshoni lingaphumi , Mtuze, P T -- Amathol’ eendaba. , Authors, Xhosa , Xhosa literature -- History and criticism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4400 , vital:20658
- Description: This thesis is an exploration of the concept of Mphahlele’s African Humanism, against the backdrop of the life and work of Peter Tshobiso Mtuze, well-known author of isiXhosa books, critic, academic and spiritual leader. Mtuze’s commitment to the collective rather than the individual is clearly illustrated in the thesis, suggesting that his early life of struggle, his belated development as an acclaimed academic, as well as his spiritual growth are all intertwined and underpinned by African Humanism and an Afrocentric ethos.The thesis consists of six chapters with each chapter focusing on a particular aspect of the research topic. Chapter One deals with the introduction to the research topic. Part of the introductory material consists of conventional preliminaries such as a research statement, aim of study, methodology, main assumptions of the study and the significance and benefit of the study. Chapter Two is the theoretical foundation of the thesis. It covers the origin of African Humanism as consciousness and as a system of society, oral and written literature in Africa and the early Xhosa literary humanism. Chapter Three is an overview of the biographical background of Peter Tshobiso Mtuze, his Pass Law battles in different towns of South Africa, how he joined the African National Congress (ANC) and his working life and writing life. Chapter Four analyses two major novels, UDingezweni and Alitshoni lingaphumi, and a short story book, Amathol’ eendaba. The analysis aims at revealing African consciousness and African way of life with specific reference to Xhosa people. Chapter Five deals with Xhosa spirituality, its aspects and symbols, Mtuze’s Spirituality and Anglicanism and his writings. Chapter Six is a general conclusion that highlights the main aspects of the thesis, the African personality and the prospects of African humanism in today’s world.
- Full Text:
- Date Issued: 2017
Sign language in South Africa: pedagogic approaches, policy developments and new directions
- Authors: Ganiso, Mirriam Nosiphiwo
- Date: 2017
- Subjects: Deaf -- Education -- South Africa , South African sign language -- Study and teaching , Sign language -- Study and teaching -- South Africa , Sign language -- Grammar
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7323 , vital:21242
- Description: This objective of this thesis is to present and critique sign language-in-education policy and different teaching pedagogies used by teachers in the Eastern and Western Cape Deaf schools. The research was conducted in four Deaf schools in the Eastern and Western Cape Provinces. Data was collected through methods which include interviews, observations and questionnaires. The study results revealed that there was inconsistency of teaching approaches used by teachers in these different schools because some of them lacked knowledge and sign language skills. Additionally, many teachers who are teaching in Deaf schools did not get sign language training. Thus, the study concluded that some teachers lack knowledge of teaching methods. Also Deaf schools’ principals and school governing bodies employ teachers who are coming from the mainstream and who are not necessarily aware of Deaf children’s needs, forgetting that Deaf learners will struggle without suitable resources. Furthermore, the study concluded that teachers use different teaching approaches, such as Total Communication, Oral Approach, Signed English, Bilingualism, South African Sign Language (SASL) and other means of communication. Deaf learners were also forced to use Oral Communication although some of them were totally deaf. The research showed that Deaf learners and Deaf teacher assistants were not pleased about the way Deaf learners were being taught. Deaf learners complained about teachers, that they lack sign language communication skills and as a result the learners became the interpreters for the teachers. Teachers in turn complained about the curriculum training which was provided for individual and selected teachers. The research also offers a comparative study, in the sense that the development of sign language across different countries from Europe and Africa as well as the United States of America, is included. The thesis furthermore explores the development of SASL CAPS Curriculum in the Western Cape Province, i.e. grade R-3 which began in 2014 as opposed to the Eastern Cape teachers who experienced difficulties due to limited curriculum implementation resources. Therefore, this research suggests that, the Language Task Team which worked on the new CAPS curriculum should have involved Deaf teachers and teachers more generally in their team and decisions. The research sought to find a theoretical or grammatical basis for the development of SASL, while at the same time providing empirical data gathered from the four respective school sites. This data is analysed and presented in the thesis.
- Full Text:
- Date Issued: 2017
- Authors: Ganiso, Mirriam Nosiphiwo
- Date: 2017
- Subjects: Deaf -- Education -- South Africa , South African sign language -- Study and teaching , Sign language -- Study and teaching -- South Africa , Sign language -- Grammar
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7323 , vital:21242
- Description: This objective of this thesis is to present and critique sign language-in-education policy and different teaching pedagogies used by teachers in the Eastern and Western Cape Deaf schools. The research was conducted in four Deaf schools in the Eastern and Western Cape Provinces. Data was collected through methods which include interviews, observations and questionnaires. The study results revealed that there was inconsistency of teaching approaches used by teachers in these different schools because some of them lacked knowledge and sign language skills. Additionally, many teachers who are teaching in Deaf schools did not get sign language training. Thus, the study concluded that some teachers lack knowledge of teaching methods. Also Deaf schools’ principals and school governing bodies employ teachers who are coming from the mainstream and who are not necessarily aware of Deaf children’s needs, forgetting that Deaf learners will struggle without suitable resources. Furthermore, the study concluded that teachers use different teaching approaches, such as Total Communication, Oral Approach, Signed English, Bilingualism, South African Sign Language (SASL) and other means of communication. Deaf learners were also forced to use Oral Communication although some of them were totally deaf. The research showed that Deaf learners and Deaf teacher assistants were not pleased about the way Deaf learners were being taught. Deaf learners complained about teachers, that they lack sign language communication skills and as a result the learners became the interpreters for the teachers. Teachers in turn complained about the curriculum training which was provided for individual and selected teachers. The research also offers a comparative study, in the sense that the development of sign language across different countries from Europe and Africa as well as the United States of America, is included. The thesis furthermore explores the development of SASL CAPS Curriculum in the Western Cape Province, i.e. grade R-3 which began in 2014 as opposed to the Eastern Cape teachers who experienced difficulties due to limited curriculum implementation resources. Therefore, this research suggests that, the Language Task Team which worked on the new CAPS curriculum should have involved Deaf teachers and teachers more generally in their team and decisions. The research sought to find a theoretical or grammatical basis for the development of SASL, while at the same time providing empirical data gathered from the four respective school sites. This data is analysed and presented in the thesis.
- Full Text:
- Date Issued: 2017
L’etude comparative des elements merveilleux dans trois epopees africaines: Soundjata ou I’epopee mandingue, Emperor Shaka The Great: a Zulu Epic et Nsongo’a Lianja: I’epopee nationale des Nkundo
- Authors: Nkaongami, Josue Bosange
- Date: 2017
- Language: French , English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/5590 , vital:20944
- Description: This thesis is a comparative study in Francophone literature which analyses the supernatural factors in three African epics, namely the Sundiata or Mandingo Epic from West Africa by Djibril Tasmir Niane (1960), Emperor Shaka The Great : A Zulu Epic from Southern Africa by Mazisi Kunene (1979), and Nsongo’a Lianja : the National Epic of Nkundo People from Central Africa by Edmond Boelaert (1949). The study analyses similarities and differences between the supernatural figures in these epics and their respective societies using contextual and socio-critical theories. In this thesis it is demonstrated that the presence of supernatural forces is a sine qua non condition for the existence of the epic in the sense that : “the essential mark of the heroic personality in many African folk epics is its reliance on supernatural resources” (Okpewho 1979 : 119). This study shows that in Africa, supernatural forces play vital roles in the society and therefore dominate the African oral epic traditions. Furthermore, the study is significant in the sense that it tries to describe the worldview, especially the religious and cultural beliefs of the particular society or group that produces the epic. The thesis is made up of six chapters. In the first chapter, I outline the study’s subject matter, its aims and objectives, its significance, its assumptions and methodology. In the second chapter, I examine the impact of supernatural devices on the lives of the epic heroes Sundiata, Shaka, and Lianja, the predictions and divinations about their births, childhoods, exiles or epic journeys, their ascension to the throne as well as their genealogies and deaths. Such analysis allows one to identify the supernatural factors surrounding each stage of the life of the heroes, and to understand further the importance of supernatural forces in the communities and institutions where the heroes exercise their powers. In the third chapter, I discuss the typology of the supernatural forces in the heroic epics Sundiata, Shaka and Lianja, using Greimas’s theory of actants. I divide the characters into protagonists, accessories and opponents. In the fourth chapter, I examine the sources of the supernatural forces prevailing on Sundiata, Shaka, and Lianja. The chapter shows how supernatural agents act on the epic heroes and how these supernatural beings make or mar them in the course of the narratives. In the fifth chapter, I investigate the supernatural factors acting on the heroes’ opponents, and in chapter six, I examine the supernatural forces and heroism of the women in the three epics. In the conclusion, I demonstrate that this analysis of supernatural factors enables us not only to appreciate their place and function in the three African epics under study, but also opens a window onto the culture of the Mandingo, Zulu, and Mongo People’s : their activities, beliefs, taboos and the rules which organise their respective societies. , This thesis is presented in two parts: French and English.
- Full Text:
- Date Issued: 2017
- Authors: Nkaongami, Josue Bosange
- Date: 2017
- Language: French , English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/5590 , vital:20944
- Description: This thesis is a comparative study in Francophone literature which analyses the supernatural factors in three African epics, namely the Sundiata or Mandingo Epic from West Africa by Djibril Tasmir Niane (1960), Emperor Shaka The Great : A Zulu Epic from Southern Africa by Mazisi Kunene (1979), and Nsongo’a Lianja : the National Epic of Nkundo People from Central Africa by Edmond Boelaert (1949). The study analyses similarities and differences between the supernatural figures in these epics and their respective societies using contextual and socio-critical theories. In this thesis it is demonstrated that the presence of supernatural forces is a sine qua non condition for the existence of the epic in the sense that : “the essential mark of the heroic personality in many African folk epics is its reliance on supernatural resources” (Okpewho 1979 : 119). This study shows that in Africa, supernatural forces play vital roles in the society and therefore dominate the African oral epic traditions. Furthermore, the study is significant in the sense that it tries to describe the worldview, especially the religious and cultural beliefs of the particular society or group that produces the epic. The thesis is made up of six chapters. In the first chapter, I outline the study’s subject matter, its aims and objectives, its significance, its assumptions and methodology. In the second chapter, I examine the impact of supernatural devices on the lives of the epic heroes Sundiata, Shaka, and Lianja, the predictions and divinations about their births, childhoods, exiles or epic journeys, their ascension to the throne as well as their genealogies and deaths. Such analysis allows one to identify the supernatural factors surrounding each stage of the life of the heroes, and to understand further the importance of supernatural forces in the communities and institutions where the heroes exercise their powers. In the third chapter, I discuss the typology of the supernatural forces in the heroic epics Sundiata, Shaka and Lianja, using Greimas’s theory of actants. I divide the characters into protagonists, accessories and opponents. In the fourth chapter, I examine the sources of the supernatural forces prevailing on Sundiata, Shaka, and Lianja. The chapter shows how supernatural agents act on the epic heroes and how these supernatural beings make or mar them in the course of the narratives. In the fifth chapter, I investigate the supernatural factors acting on the heroes’ opponents, and in chapter six, I examine the supernatural forces and heroism of the women in the three epics. In the conclusion, I demonstrate that this analysis of supernatural factors enables us not only to appreciate their place and function in the three African epics under study, but also opens a window onto the culture of the Mandingo, Zulu, and Mongo People’s : their activities, beliefs, taboos and the rules which organise their respective societies. , This thesis is presented in two parts: French and English.
- Full Text:
- Date Issued: 2017
IsiXhosa ulwimi lwabantu abangesosininzi eZimbabwe: ukuphila nokulondolozwa kwaso
- Authors: Kunju, Hleze Welsh
- Date: 2017
- Subjects: Language policy Zimbabwe , Xhosa (African people) Zimbabwe , Xhosa (African people) Social life and customs Zimbabwe , Xhosa language Zimbabwe , Language spread , Culture diffusion
- Language: Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7370 , vital:21250
- Description: Kuqikelelwa ukuba kukho amaXhosa (amaMfengu) angcambu zawo ziseMzantsi Afrika amalunga namakhulu amabini amawaka azinze eZimbabwe ukususela kwiminyaka yoo-18001900. Uninzi lwawo lufumaneka eMbembesi, eFort Rixon, eFilabusi, eKenilworth naseMotapa eBubi. Imbali ithi, inxalenye yala maXhosa ngawaseMpuma Kapa, afudukela eZimbabwe noCecil John Rhodes eqhuba iinqwelo kananjalo esebenzela uRhodes ngeminyaka yoo-1800. Le thisisi yongeza kulwazi olutsha malunga nala maXhosa aseZimbabwe, iphonononga ubume bolwimi, imbali nemvelaphi yala maXhosa azinze eZimbabwe lo gama ibonisa ukuba naphantsi kwayiphi na imeko, ulwimi luyakwazi ukuphila ngaphaya kwemida. Ulwimi nenkcubeko zingumtya nethunga, ngenxa yoko le thisisi yayame kakhulu kwinkcubeko. Iethinografi nembali yomlomo zisetyenziswe njengendlela okanye imethodi yokuqhuba olu phando. Iziphumo zolu phando zibonisa ukuba umhlaba, inkcubeko, iingoma, inkolo yobuKrestu, iincwadi ezingaphelelwa xesha zoncwadi lwesiXhosa, iteknoloji namakhasi onxibelelwano nomgaqo-siseko waseZimbabwe (2013) zibe zizixhobo ezidlale indima ebonakalayo ekulondolozeni nasekuphuhliseni isiXhosa eZimbabwe. Imiba ephathelele kumgaqo-nkqubo wesiXhosa eZimbabwe nayo iyaphononongwa, njengokuba isiXhosa ilulwimi oluthathwa njengolusesikweni eZimbabwe.Kusetyenziswa iithiyori ngeethiyori ezingobuni, kuquka nethiyori kaCollier (1997) apho abona ubuni njengolunamacala amabini; avowal kunye ne-ascription. Ubuni bamaXhosa aseZimbabwe buxoxwe ngokwayama kwi-avowal njengokuba uCollier (Ibid.) eyicacisa. Kwizindululo eziqulathwe kolu phando, kuboniswa ukuba ikho imfuneko yokuba iintsapho zaseZimbabwe zidityaniswe nezizalwane zazo eziseMzantsi Afrika. Ukufundiswa kwesiXhosa kwaneenzame zokusebenzisa isiXhosa njengolwimi lokufunda nokufundisa kwizikolo zamaXhosa ezikumabanga aphantsi kuyafuneka nako ukuba kuphandwe nzulu. , There are an estimated two hundred thousand South African amaXhosa who are mostly amaMfengu descendants living in Zimbabwe since the late 1800s-1900s. The majority are found in the areas of Mbembesi, Fort Rixon in Filabusi, Kenilworth and the Motapa area in Bubi. It is stated that some of the amaXhosa living in Zimbabwe came from the Eastern Cape with Cecil John Rhodes as domestic workers and on wagons during the 1800s. Therefore, this thesis provides new knowledge about amaXhosa living in Zimbabwe and gives an analysis of the sociolinguistic and historical background of the amaXhosa living in Zimbabwe while showing how a cross-border language can survive against all odds. The subject of culture has been dealt with as there is a reciprocal relationship between language and culture. Ethnography and Oral History have been used as methods for this research. The findings reveal that land, culture, songs, religion, South African Xhosa literature classic books, technology and social media, as well as the 2013 Zimbabwean constitution, are tools that have played a role in the survival and maintenance of isiXhosa in Zimbabwe. It also assesses Language Policy issues as isiXhosa is now an officially recognized language in Zimbabwe. Drawing on various theories on identity, including Collier’s (1997) understanding that identity is divided into avowal and ascription, the identity of the amaXhosa of Zimbabwe has been discussed in this thesis with an emphasis on avowal as discussed by Collier (Ibid.). Among other recommendations, this study further recommends that a research that looks at the reunion of the Zimbabwean amaXhosa with their South African relatives needs to be undertaken. It also recommends that the teaching of isiXhosa as well as attempts to make isiXhosa the Language of Learning and Teaching (LoLT) in the amaXhosa primary schools and pre-schools also needs to be researched further.
- Full Text:
- Date Issued: 2017
- Authors: Kunju, Hleze Welsh
- Date: 2017
- Subjects: Language policy Zimbabwe , Xhosa (African people) Zimbabwe , Xhosa (African people) Social life and customs Zimbabwe , Xhosa language Zimbabwe , Language spread , Culture diffusion
- Language: Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7370 , vital:21250
- Description: Kuqikelelwa ukuba kukho amaXhosa (amaMfengu) angcambu zawo ziseMzantsi Afrika amalunga namakhulu amabini amawaka azinze eZimbabwe ukususela kwiminyaka yoo-18001900. Uninzi lwawo lufumaneka eMbembesi, eFort Rixon, eFilabusi, eKenilworth naseMotapa eBubi. Imbali ithi, inxalenye yala maXhosa ngawaseMpuma Kapa, afudukela eZimbabwe noCecil John Rhodes eqhuba iinqwelo kananjalo esebenzela uRhodes ngeminyaka yoo-1800. Le thisisi yongeza kulwazi olutsha malunga nala maXhosa aseZimbabwe, iphonononga ubume bolwimi, imbali nemvelaphi yala maXhosa azinze eZimbabwe lo gama ibonisa ukuba naphantsi kwayiphi na imeko, ulwimi luyakwazi ukuphila ngaphaya kwemida. Ulwimi nenkcubeko zingumtya nethunga, ngenxa yoko le thisisi yayame kakhulu kwinkcubeko. Iethinografi nembali yomlomo zisetyenziswe njengendlela okanye imethodi yokuqhuba olu phando. Iziphumo zolu phando zibonisa ukuba umhlaba, inkcubeko, iingoma, inkolo yobuKrestu, iincwadi ezingaphelelwa xesha zoncwadi lwesiXhosa, iteknoloji namakhasi onxibelelwano nomgaqo-siseko waseZimbabwe (2013) zibe zizixhobo ezidlale indima ebonakalayo ekulondolozeni nasekuphuhliseni isiXhosa eZimbabwe. Imiba ephathelele kumgaqo-nkqubo wesiXhosa eZimbabwe nayo iyaphononongwa, njengokuba isiXhosa ilulwimi oluthathwa njengolusesikweni eZimbabwe.Kusetyenziswa iithiyori ngeethiyori ezingobuni, kuquka nethiyori kaCollier (1997) apho abona ubuni njengolunamacala amabini; avowal kunye ne-ascription. Ubuni bamaXhosa aseZimbabwe buxoxwe ngokwayama kwi-avowal njengokuba uCollier (Ibid.) eyicacisa. Kwizindululo eziqulathwe kolu phando, kuboniswa ukuba ikho imfuneko yokuba iintsapho zaseZimbabwe zidityaniswe nezizalwane zazo eziseMzantsi Afrika. Ukufundiswa kwesiXhosa kwaneenzame zokusebenzisa isiXhosa njengolwimi lokufunda nokufundisa kwizikolo zamaXhosa ezikumabanga aphantsi kuyafuneka nako ukuba kuphandwe nzulu. , There are an estimated two hundred thousand South African amaXhosa who are mostly amaMfengu descendants living in Zimbabwe since the late 1800s-1900s. The majority are found in the areas of Mbembesi, Fort Rixon in Filabusi, Kenilworth and the Motapa area in Bubi. It is stated that some of the amaXhosa living in Zimbabwe came from the Eastern Cape with Cecil John Rhodes as domestic workers and on wagons during the 1800s. Therefore, this thesis provides new knowledge about amaXhosa living in Zimbabwe and gives an analysis of the sociolinguistic and historical background of the amaXhosa living in Zimbabwe while showing how a cross-border language can survive against all odds. The subject of culture has been dealt with as there is a reciprocal relationship between language and culture. Ethnography and Oral History have been used as methods for this research. The findings reveal that land, culture, songs, religion, South African Xhosa literature classic books, technology and social media, as well as the 2013 Zimbabwean constitution, are tools that have played a role in the survival and maintenance of isiXhosa in Zimbabwe. It also assesses Language Policy issues as isiXhosa is now an officially recognized language in Zimbabwe. Drawing on various theories on identity, including Collier’s (1997) understanding that identity is divided into avowal and ascription, the identity of the amaXhosa of Zimbabwe has been discussed in this thesis with an emphasis on avowal as discussed by Collier (Ibid.). Among other recommendations, this study further recommends that a research that looks at the reunion of the Zimbabwean amaXhosa with their South African relatives needs to be undertaken. It also recommends that the teaching of isiXhosa as well as attempts to make isiXhosa the Language of Learning and Teaching (LoLT) in the amaXhosa primary schools and pre-schools also needs to be researched further.
- Full Text:
- Date Issued: 2017
From dialect to ‘official’ language: towards the intellectualisation of Ndau in Zimbabwe
- Authors: Sithole, Emmanuel
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6086 , vital:21030
- Full Text:
- Date Issued: 2017
- Authors: Sithole, Emmanuel
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6086 , vital:21030
- Full Text:
- Date Issued: 2017
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