Uthelekiso Lwelizwi leMbongi KwisiHobe sikaZolani Mkiva noMzwakhe Mbuli
- Authors: Makhenyane, Lukhanyo
- Date: 2020
- Subjects: African languages , Language and languages , South African poetry
- Language: English
- Type: Thesis , Masters/Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/18020 , vital:42004
- Description: Despite the vast research on African poetry by scholars like Qangule (1979), Ntuli (1984), Sirayi (1985), Bokoda (1994), Mtumane (2000), Bobelo (2008) and Jadezweni (2013), there is a paucity of extended research on the aesthetic works of African poets in South Africa in the post-apartheid era. In a quest to redress this imbalance, I undertook a comparative study of two prominent African poets in the post-apartheid era in South Africa. This study adds nuance to our understanding of African poetry as it would define African poetry further from an African perspective. Swanepoel (1990) challenges scholars of African literature to have a critical look on the developments of neighbouring literatures as comparing these literatures produces new and useful ideas about African literature. In addition, scholars such as Gerard (1981) and Perera (1991) advocate for the creation and adoption of a comparative methodology for the study of African literature. This led scholars such as Mdaka (2002) to test comparative methodology in assessing ideology and aesthetics in South African isiXhosa novels and Kenyan novels written in English. Likewise, Cutalele (2007) uses comparative methodology in investigating similar themes in the aesthetics works of S.E.K. Mqhayi and Zolani Mkiva. In responding to Swanepoel’s challenge, this study aims to investigate and evaluate the importance of the voice of imbongi in articulating current and burning issues in the post-apartheid South Africa as well as the solutions they propose to some of the problems facing the country. In this study, the methodology swings on the hinges of Ngara’s Marxist theory. The choice of Ngara’s Marxist theory is based largely on its theoretical insights on ideology, form and communication in analysing poetry. Ngara divides ideology into three sub-themes: dominant ideology, which refers to the beliefs, set of values, thoughts and actions of a people in a particular era, authorial ideology that refers to the set of values espoused by the poet and aesthetics ideology, which is the literary convention and stylistic of the poet. Using the comparative method, the voice of imbongi in Mbuli and Mkiva’s poetry is compared over three ideologies – protest, patriotism and revolution. Under the theme of protest, I compare Mkiva and Mbuli’s poetry under two sub-themes, socio-political protest and socio-cultural protest. Mbuli and Mkiva’s protest agitates for change in the political and cultural spheres of the post-apartheid South Africa. Page viii of 290 They comment on issues like leadership and social welfare of South Africans, burning issues of this era. In the theme of patriotism, I examined poetry that displays love and loyalty for one’s country. In displaying their love and loyalty for their country, it is clear that to Mbuli and Mkiva, country refers to Africa, not just South Africa. Furthermore, under the theme of revolution I examined poetry that praises struggle heroes as well as the one that introduces the new struggles of the people of South Africa. In praising revolutionary leaders, Mbuli and Mkiva parade good leadership skills for the new breed of leaders to learn. In discussing the revolutionary theme, they speak of economic freedom as one of the struggles of the new South Africa. In investigating and evaluating their poetry in post-aparthied South Africa, I discovered that in their protest and their revolutionary ideology they express the theme of disillusionment. They speak against corruption in leadership while they question those who violate children and women’s right to life. Such issues were thought to be buried with the death of apartheid. Furthermore, they introduce us to neo-revolution by showing how the struggle for freedom still continues as freedom without economic freedom falls short of freedom.
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- Date Issued: 2020
Teachers' experiences of English as the language of teaching and learning: a case study of two primary schools in East London education district
- Authors: Mkohlwa, Tantaswa
- Date: 2015-01
- Subjects: Language and languages , English language -- Study and teaching , Primary school teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26515 , vital:65519
- Description: This study investigates teachers‘ experiences on English as the language of learning and teaching of isiXhosa learners. It critically examines the teachers‘ practices and experiences towards English as the sole language of learning and teaching LOLT at two different primary schools in Ncerha in the East London District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue isiXhosa in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method as they code-switch to their home language when teaching content subjects as well as English but learners are expected to answer the test and examination questions in English Maphalala 1988.Theoretically, this study is underpinned by the constructivist view of language learning Gaserfeld 2003 and English as an international language Sivasubramaniam, 2011. On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam 2011 p53 views language as a creative instrument of meaning which has the power to create meaning anew and afresh‘ each time that someone uses it. The study makes use of the qualitative research method with a case study design. The data collected was analysed within the framework of discourse analysis.The findings of this study suggest some instrumental motivations for the use of English as LOLT. Some of these motivations are studying abroad, business with foreign investors Abongdia, 2009 and integrative motivations as the learner might be able to communicate with people from different countries Lambert and Gardner, 1972 Baker 2006 and Abongdia 2009. , Thesis (MEd) -- Faculty of Education, 2015
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- Date Issued: 2015-01