The influence of indigenous languages on Ugandan English as used in the media
- Authors: Tukwasibwe, Constance
- Date: 2014
- Subjects: Mass media and language -- Uganda , Languages in contact -- Uganda , English language -- Uganda , Language transfer (Language learning) -- Uganda , Communication and culture -- Uganda , Bilingualism -- Uganda , Linguistic demography -- Uganda , Uganda -- Languages
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3646 , http://hdl.handle.net/10962/d1015637
- Description: When two or more languages come in contact, they influence each other in various ways, for example through word borrowing, transfer of sounds, morphology and syntax taken from one language system and imported to another. In this study, the primary concern is on the indigenous communities of Uganda learning the English language, plus the influence that this interaction brings into the linguistic space. Bringing the Ugandan multilingual situation into perspective, the study looks at how the English language has interacted with the local languages and the local speech habits, customs and traditions of the indigenous people, to the extent that it has been indigenized. Some word usage results in miscommunication due to the socio-cultural uniqueness of Ugandan cultural expressions. As an example, because of the practice of polygamy in most Ugandan cultures, words like co-wife are coined to mean 'a woman who shares a husband, or a husband's other wife', a word that is absent in both the language and culture of native English speakers. Furthermore some words are formed by calquing some indigenous language expressions, e.g. 'to eat money' or 'to eat cash', an expression that is calqued from the Luganda phrase, kulya sente. Such word coinages are meant to fill the 'shortfall' where the English language fails to provide adequate equivalents. Understanding the context of this kind of English usage and the influence from the indigenous languages is helpful in handling inter-cultural discourses, as the same expression may convey different senses to different people in different contexts. So then, this study deals with some peculiarities of Ugandan English, namely; the features of Ugandan English grammar which are influenced by the indigenous languages. Evidence from the Corpus of Ugandan English is explored to establish that indigenous languages in Uganda have a significant influence on the English language variety spoken in the country, and that a large part of English bilingual speakers cannot speak English without transferring the features from their mother tongue or indeed, switching and mixing codes. A British corpus was used for the purposes of comparison with Ugandan English. The research was conducted in Uganda, drawing data from English newspapers, radio and television talk -shows that were recorded to provide a structural analysis of the contact situations. The result of the study points to the fact that, indeed, the phonological, morpho-syntactic and semantic characteristics of Ugandan English have a considerable amount of influence from indigenous local languages. This study is hinged on the assumption that when indigenous languages and the target language come together in a linguistic contact situation, the resulting variety would exhibit distinct phonological, lexical, grammatical and semantic/pragmatic features ( cf. Sankoff, 2001; Thomason, 1995; Thomason & Kaufman, 1988; Winford, 2005). However, some of these innovations have attracted criticism from 'prescriptivists' such as Quirk (1985, 1988, 1990); Gaudio (2011); and Abbot (1991) who perceive them as 'nonstandard', 'incorrect English language usage' and a 'direct translation from the language user's mother tongue into English'. Yet, indigenous languages continue to play important roles in shaping the kind of English language usage in Uganda.
- Full Text:
- Date Issued: 2014
- Authors: Tukwasibwe, Constance
- Date: 2014
- Subjects: Mass media and language -- Uganda , Languages in contact -- Uganda , English language -- Uganda , Language transfer (Language learning) -- Uganda , Communication and culture -- Uganda , Bilingualism -- Uganda , Linguistic demography -- Uganda , Uganda -- Languages
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3646 , http://hdl.handle.net/10962/d1015637
- Description: When two or more languages come in contact, they influence each other in various ways, for example through word borrowing, transfer of sounds, morphology and syntax taken from one language system and imported to another. In this study, the primary concern is on the indigenous communities of Uganda learning the English language, plus the influence that this interaction brings into the linguistic space. Bringing the Ugandan multilingual situation into perspective, the study looks at how the English language has interacted with the local languages and the local speech habits, customs and traditions of the indigenous people, to the extent that it has been indigenized. Some word usage results in miscommunication due to the socio-cultural uniqueness of Ugandan cultural expressions. As an example, because of the practice of polygamy in most Ugandan cultures, words like co-wife are coined to mean 'a woman who shares a husband, or a husband's other wife', a word that is absent in both the language and culture of native English speakers. Furthermore some words are formed by calquing some indigenous language expressions, e.g. 'to eat money' or 'to eat cash', an expression that is calqued from the Luganda phrase, kulya sente. Such word coinages are meant to fill the 'shortfall' where the English language fails to provide adequate equivalents. Understanding the context of this kind of English usage and the influence from the indigenous languages is helpful in handling inter-cultural discourses, as the same expression may convey different senses to different people in different contexts. So then, this study deals with some peculiarities of Ugandan English, namely; the features of Ugandan English grammar which are influenced by the indigenous languages. Evidence from the Corpus of Ugandan English is explored to establish that indigenous languages in Uganda have a significant influence on the English language variety spoken in the country, and that a large part of English bilingual speakers cannot speak English without transferring the features from their mother tongue or indeed, switching and mixing codes. A British corpus was used for the purposes of comparison with Ugandan English. The research was conducted in Uganda, drawing data from English newspapers, radio and television talk -shows that were recorded to provide a structural analysis of the contact situations. The result of the study points to the fact that, indeed, the phonological, morpho-syntactic and semantic characteristics of Ugandan English have a considerable amount of influence from indigenous local languages. This study is hinged on the assumption that when indigenous languages and the target language come together in a linguistic contact situation, the resulting variety would exhibit distinct phonological, lexical, grammatical and semantic/pragmatic features ( cf. Sankoff, 2001; Thomason, 1995; Thomason & Kaufman, 1988; Winford, 2005). However, some of these innovations have attracted criticism from 'prescriptivists' such as Quirk (1985, 1988, 1990); Gaudio (2011); and Abbot (1991) who perceive them as 'nonstandard', 'incorrect English language usage' and a 'direct translation from the language user's mother tongue into English'. Yet, indigenous languages continue to play important roles in shaping the kind of English language usage in Uganda.
- Full Text:
- Date Issued: 2014
A comparison of the female characters in Plautus and in Terence
- Authors: Slatter, E M
- Date: 1966
- Subjects: Plautus, Titus Maccius Terence Plautus, Titus Maccius -- Characters -- Women Terence -- Characters -- Women Latin drama Women in literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3602 , http://hdl.handle.net/10962/d1002186
- Full Text:
- Date Issued: 1966
- Authors: Slatter, E M
- Date: 1966
- Subjects: Plautus, Titus Maccius Terence Plautus, Titus Maccius -- Characters -- Women Terence -- Characters -- Women Latin drama Women in literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3602 , http://hdl.handle.net/10962/d1002186
- Full Text:
- Date Issued: 1966
Curriculum outcomes, teaching practices and learner competencies in isiXhosa in three Grahamstown schools
- Authors: Fobe, Mila Pamella
- Date: 2014
- Subjects: Xhosa language -- Study and teaching (Primary) -- South Africa -- Grahamstown Xhosa language -- Study and teaching (Secondary) -- South Africa -- Grahamstown Language and education -- South Africa -- Grahamstown Curriculum planning Second language acquisition Public schools -- South Africa -- Grahamstown Language policy -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3630 , http://hdl.handle.net/10962/d1012072
- Description: This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.
- Full Text:
- Date Issued: 2014
- Authors: Fobe, Mila Pamella
- Date: 2014
- Subjects: Xhosa language -- Study and teaching (Primary) -- South Africa -- Grahamstown Xhosa language -- Study and teaching (Secondary) -- South Africa -- Grahamstown Language and education -- South Africa -- Grahamstown Curriculum planning Second language acquisition Public schools -- South Africa -- Grahamstown Language policy -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3630 , http://hdl.handle.net/10962/d1012072
- Description: This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.
- Full Text:
- Date Issued: 2014
Verdrängung und verleugnung der wirklichkeit als erzählproblem im werk Hans Erich Nossacks
- Krueger, Gustav Adolf Ludwig Werner
- Authors: Krueger, Gustav Adolf Ludwig Werner
- Date: 1982
- Subjects: Nossack, Hans Erich, 1901-1977 -- Criticism and interpretation Authors, German -- 20th century -- History and criticism German fiction -- 20th century German literature -- History and criticism
- Language: German
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3612 , http://hdl.handle.net/10962/d1005627
- Description: From introduction: Wenn ich mir neben anderen sozial-psychologischen Theorien· auch die Theorie Freuds zunutze mache, so geschieht das nicht nur um der Textgerechtheit und der Nachprüfbarkeit willen, sondern auch aufgrund der überlegung, daß der Nossacksche Held, als "bürgerlicher Held"⁵²) , in mehr oder minderem Maße krank- und wahnhafte Züge haben wird, denn seine Bürgerlichkeit ist schon beim ersten, auffassenden Lesen der Texte kaum rnehr zu bezweifeln. Sein verstockter Individualismus ist hingegen, um noch einmal Adorno anzuführen, auch wieder nicht rückhaltlos verwerflich, ist dieser doch, "sowohl Produkt desDrucks", wie "das Kraftzentrum, das ihm widersteht".⁵³)
- Full Text:
- Date Issued: 1982
- Authors: Krueger, Gustav Adolf Ludwig Werner
- Date: 1982
- Subjects: Nossack, Hans Erich, 1901-1977 -- Criticism and interpretation Authors, German -- 20th century -- History and criticism German fiction -- 20th century German literature -- History and criticism
- Language: German
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3612 , http://hdl.handle.net/10962/d1005627
- Description: From introduction: Wenn ich mir neben anderen sozial-psychologischen Theorien· auch die Theorie Freuds zunutze mache, so geschieht das nicht nur um der Textgerechtheit und der Nachprüfbarkeit willen, sondern auch aufgrund der überlegung, daß der Nossacksche Held, als "bürgerlicher Held"⁵²) , in mehr oder minderem Maße krank- und wahnhafte Züge haben wird, denn seine Bürgerlichkeit ist schon beim ersten, auffassenden Lesen der Texte kaum rnehr zu bezweifeln. Sein verstockter Individualismus ist hingegen, um noch einmal Adorno anzuführen, auch wieder nicht rückhaltlos verwerflich, ist dieser doch, "sowohl Produkt desDrucks", wie "das Kraftzentrum, das ihm widersteht".⁵³)
- Full Text:
- Date Issued: 1982
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
Aspects Allocentristes de l’Humanisme dans l’Univers Romanesque de Williams Sassine
- Authors: Dami, Emmanuel Naancin
- Date: 2018
- Subjects: Sassine, Williams, 1944-1997 -- Criticism and interpretation , Guinean fiction (French) -- 20th century -- History and criticism , Humanism in literature , Human beings in literature , Postcolonialism in literature , Existentialism in literature
- Language: French , English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61957 , vital:28089
- Description: The human being, his behaviour and more importantly, his very essence have, for time immemorial, proven to be enigmatic to many a man and to researchers in particular. Consequently, the need for a thorough and more profound understanding of man has made him the epicentre of epistemic investigations across many academic disciplines. This, unfortunately, does not seem to have shaded bright lights on the grey areas bordering on his nature to his behavior. This, in turn, opens up other windows requiring further probes. For instance, proponents of the Neo-classical economic school contend that the human being is homo oeconomicus. This implies that man is intrinsically egocentric and a rational being whose decisions are based on informed choices driven by his urge for maximal utility geared towards his personal satisfaction (O’Boyle 2009; Caruso 2012). This stance invalidates man’s ability to do ‘disinterested good’ in any form. African francophone literature is replete with different and diverse images of man, his behaviour and existential conditions: sufferings and struggles. It, therefore, constitutes, inter alia, a laboratory in which researchers undertake investigative endeavours. This thesis beams its floodlights on the allocentric aspects of humanism in the novels of Williams Sassine. Thus, using the phenomenological and ‘clavieniste’ lenses as overarching operational theories, the thesis investigates Sassine’s novels with the view to shading a ray of light on the ‘humanistic man’ especially the allocentric dimensions of his nature and comportment. Emphasis is laid on the motives and motivations underlying the individual and the in-group struggle of the sassinien heroes in the emancipation of their society from the shackles of colonial and postcolonial domination, exploitation and subjugation resulting in self-determination and the subsequent disenchantment. Furthermore, the thesis examines the nature and character of human charity, generosity and sacrifices among the characters in the novels. In conclusion, the thesis establishes, through an x-ray of the nature of actions and decisions of certain characters in the novels, the examination of the conscious and subconscious intentions underlying these same actions and decisions which, on a face value, are apparently altruistic, that the sassinien heroes’ efforts and sacrifices are geared towards the common and greater good. This invariably means that man is, indeed, capable of posing disinterested acts of charity and bringing succour, devoid of any ulterior motives for personal gain, to his fellow humans. The position of the Neo-classical economists is consequently over-assuming, sweeping and tad generalizing. The sassinien characters have demonstrated beyond reasonable doubt that they are humanists. Their nature, the remote and immediate causes of their fights, the goals and objectives of their struggles and their spirit of abnegation have indeed proven that “human beings have the right and the responsibility to give meaning and shape to their own lives. [They have stood] for the building of a more humane society through an ethics based on the human and other natural values in a spirit of reason and free inquiry through human capabilities” (AHA 2017 : 3).
- Full Text:
- Date Issued: 2018
- Authors: Dami, Emmanuel Naancin
- Date: 2018
- Subjects: Sassine, Williams, 1944-1997 -- Criticism and interpretation , Guinean fiction (French) -- 20th century -- History and criticism , Humanism in literature , Human beings in literature , Postcolonialism in literature , Existentialism in literature
- Language: French , English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61957 , vital:28089
- Description: The human being, his behaviour and more importantly, his very essence have, for time immemorial, proven to be enigmatic to many a man and to researchers in particular. Consequently, the need for a thorough and more profound understanding of man has made him the epicentre of epistemic investigations across many academic disciplines. This, unfortunately, does not seem to have shaded bright lights on the grey areas bordering on his nature to his behavior. This, in turn, opens up other windows requiring further probes. For instance, proponents of the Neo-classical economic school contend that the human being is homo oeconomicus. This implies that man is intrinsically egocentric and a rational being whose decisions are based on informed choices driven by his urge for maximal utility geared towards his personal satisfaction (O’Boyle 2009; Caruso 2012). This stance invalidates man’s ability to do ‘disinterested good’ in any form. African francophone literature is replete with different and diverse images of man, his behaviour and existential conditions: sufferings and struggles. It, therefore, constitutes, inter alia, a laboratory in which researchers undertake investigative endeavours. This thesis beams its floodlights on the allocentric aspects of humanism in the novels of Williams Sassine. Thus, using the phenomenological and ‘clavieniste’ lenses as overarching operational theories, the thesis investigates Sassine’s novels with the view to shading a ray of light on the ‘humanistic man’ especially the allocentric dimensions of his nature and comportment. Emphasis is laid on the motives and motivations underlying the individual and the in-group struggle of the sassinien heroes in the emancipation of their society from the shackles of colonial and postcolonial domination, exploitation and subjugation resulting in self-determination and the subsequent disenchantment. Furthermore, the thesis examines the nature and character of human charity, generosity and sacrifices among the characters in the novels. In conclusion, the thesis establishes, through an x-ray of the nature of actions and decisions of certain characters in the novels, the examination of the conscious and subconscious intentions underlying these same actions and decisions which, on a face value, are apparently altruistic, that the sassinien heroes’ efforts and sacrifices are geared towards the common and greater good. This invariably means that man is, indeed, capable of posing disinterested acts of charity and bringing succour, devoid of any ulterior motives for personal gain, to his fellow humans. The position of the Neo-classical economists is consequently over-assuming, sweeping and tad generalizing. The sassinien characters have demonstrated beyond reasonable doubt that they are humanists. Their nature, the remote and immediate causes of their fights, the goals and objectives of their struggles and their spirit of abnegation have indeed proven that “human beings have the right and the responsibility to give meaning and shape to their own lives. [They have stood] for the building of a more humane society through an ethics based on the human and other natural values in a spirit of reason and free inquiry through human capabilities” (AHA 2017 : 3).
- Full Text:
- Date Issued: 2018
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
Aspekte van die Judaïes-Christelike en die Boeddhistiese in die poësie van Breyten Breytenbach
- Authors: Ferreira, Jeanette
- Date: 1988
- Subjects: Breytenbach, Breyten Afrikaans poetry -- History and criticism , Breytenbach, Breyten -- Criticism and interpretation
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3574 , http://hdl.handle.net/10962/d1002097
- Description: Concepts of life and death, time and self-denial are investigated in the poetry of Breyten Breytenbach, with specific reference to the similarities and differences between the Judeo-Christian and the Buddhist traditions. Biblical references in the poetry are examined, and their underlying concepts compared to related concepts in Tantric Buddhism and Zen-Buddhism. The conclusion is drawn that the biblical concepts are transposed in the poetry in order to create Buddhist concepts of life and death, time and a form of self-denial. De-sacralisation of the Christian. concepts is inevitable in this creative process. However, the primary intention of the author is not de-sacralisation, but the implementation 'of the Buddhist philosophy of life in which everything is experienced as "totally one". A comparison between the reconstructed intended reader of Breytenbach's poetry and elements of the Afrikaans reading public suggests that political comment on segregated South African society is intended. Breytenbach's poetry is compared to canonized Afrikaans poetry with respect to Buddhist influence, national protest, aspiration to holiness and transposed biblical concepts. The conclusion is that his poetry is highly innovative in these respects. In the broader spectrum of South African literature his poetry is compared, with reference to transposed biblical concepts and national protest, to the poetry of Black poets writing in English, and (where material is available) to those writing in Afrikaans. The conclusion is that Breytenbach's poetry is strongly linked to this poetry. However, the complexity of Breytenbach's poetry, and the advanced aesthetic level and linguistic code required of the intended reader determine his placing within the canon of Afrikaans poetry.
- Full Text:
- Date Issued: 1988
- Authors: Ferreira, Jeanette
- Date: 1988
- Subjects: Breytenbach, Breyten Afrikaans poetry -- History and criticism , Breytenbach, Breyten -- Criticism and interpretation
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3574 , http://hdl.handle.net/10962/d1002097
- Description: Concepts of life and death, time and self-denial are investigated in the poetry of Breyten Breytenbach, with specific reference to the similarities and differences between the Judeo-Christian and the Buddhist traditions. Biblical references in the poetry are examined, and their underlying concepts compared to related concepts in Tantric Buddhism and Zen-Buddhism. The conclusion is drawn that the biblical concepts are transposed in the poetry in order to create Buddhist concepts of life and death, time and a form of self-denial. De-sacralisation of the Christian. concepts is inevitable in this creative process. However, the primary intention of the author is not de-sacralisation, but the implementation 'of the Buddhist philosophy of life in which everything is experienced as "totally one". A comparison between the reconstructed intended reader of Breytenbach's poetry and elements of the Afrikaans reading public suggests that political comment on segregated South African society is intended. Breytenbach's poetry is compared to canonized Afrikaans poetry with respect to Buddhist influence, national protest, aspiration to holiness and transposed biblical concepts. The conclusion is that his poetry is highly innovative in these respects. In the broader spectrum of South African literature his poetry is compared, with reference to transposed biblical concepts and national protest, to the poetry of Black poets writing in English, and (where material is available) to those writing in Afrikaans. The conclusion is that Breytenbach's poetry is strongly linked to this poetry. However, the complexity of Breytenbach's poetry, and the advanced aesthetic level and linguistic code required of the intended reader determine his placing within the canon of Afrikaans poetry.
- Full Text:
- Date Issued: 1988
Some problems of dialect lexicography with particular reference to the preparation of a draft of an illustrative, experientially categorised Dictionary of South African English
- Authors: Branford, Jean
- Date: 1976
- Subjects: English language -- Provincialisms -- South Africa -- Dictionaries English language -- South Africa English language -- Lexicography -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3626 , http://hdl.handle.net/10962/d1009689
- Description: This dissertation consists in essence of an experiment and a commentary upon it. The text which constitutes Part II is a lexicographical experiment incorporating some features and treatments not usual in lexicography, and Part I consists of a discussion of the problems encountered, principles applied and procedures followed. Neither the matter nor the manner of the experiment, however, lends itself in the present state of our knowledge to the fully impersonal objectivity that is often claimed for the experiments in the physical sciences. At the same time every effort has been made to establish an unbiased record of the data and to maintain a certain methodological consistency. The main experimental feature of Part II is that it is an attempt to combine an orthodox, alphabetical dictionary with an experiential categorisation of the vocabulary, without repeating the entire data for each type of treatment. This has been done by means of a series of numbered, classified word-lists with a limited subject index as a guide to their use. The entries themselves, instead of being repeated in the order of their classification, are numbered according to the category or categories to which the word defined belongs. It can then, by means of its number(s), be found in its own lexical or experiential set (or sets) in the categorised section. This part of the work might be better described as lexicology rather than lexicography but does, I think, prove itself to be a useful adjunct to the A - Z lexicon proper. Apart from the detailed categorisation system the text contains three features not normally included in dictionaries of small compass: illustrative quotations, etymologies and a number of tentative parallels between South African and other varieties of English by means of cross-references to items of similar or related meaning or form in the English of Australia, Canada, the U.S.A., Hong Kong, Anglo-India and other 'overseas' English speech communities. Introduction, p. 1.
- Full Text:
- Date Issued: 1976
- Authors: Branford, Jean
- Date: 1976
- Subjects: English language -- Provincialisms -- South Africa -- Dictionaries English language -- South Africa English language -- Lexicography -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3626 , http://hdl.handle.net/10962/d1009689
- Description: This dissertation consists in essence of an experiment and a commentary upon it. The text which constitutes Part II is a lexicographical experiment incorporating some features and treatments not usual in lexicography, and Part I consists of a discussion of the problems encountered, principles applied and procedures followed. Neither the matter nor the manner of the experiment, however, lends itself in the present state of our knowledge to the fully impersonal objectivity that is often claimed for the experiments in the physical sciences. At the same time every effort has been made to establish an unbiased record of the data and to maintain a certain methodological consistency. The main experimental feature of Part II is that it is an attempt to combine an orthodox, alphabetical dictionary with an experiential categorisation of the vocabulary, without repeating the entire data for each type of treatment. This has been done by means of a series of numbered, classified word-lists with a limited subject index as a guide to their use. The entries themselves, instead of being repeated in the order of their classification, are numbered according to the category or categories to which the word defined belongs. It can then, by means of its number(s), be found in its own lexical or experiential set (or sets) in the categorised section. This part of the work might be better described as lexicology rather than lexicography but does, I think, prove itself to be a useful adjunct to the A - Z lexicon proper. Apart from the detailed categorisation system the text contains three features not normally included in dictionaries of small compass: illustrative quotations, etymologies and a number of tentative parallels between South African and other varieties of English by means of cross-references to items of similar or related meaning or form in the English of Australia, Canada, the U.S.A., Hong Kong, Anglo-India and other 'overseas' English speech communities. Introduction, p. 1.
- Full Text:
- Date Issued: 1976
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
'n Ondersoek na aspekte van die verhouding tussen betrokkenheid en universaliteit in die literatuur
- Authors: Weideman, George, 1947-2008
- Date: 1982
- Subjects: Politics and literature Comparative literature
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3604 , http://hdl.handle.net/10962/d1003723
- Description: Voorwoord: In die loop van hierdie studie word dit op enkele plekke duidelik gestel dat die littérature engagée nie beperk is tot die engere "politiek" nie, en dat 'n teks met 'n religieuse tema of 'n teks waarin maatskaplike wantoestande aan die lig gebring word, ook engagé kan wees. Die politiek laat hom egter as magsfaktor oor so 'n wye gebied geld dat nuanserings nie altyd moontlik is nie; 'n teks met 'n oorwegend "religieuse tema" kan politieke implikasies hê. Dit bring verder mee dat selfs 'n teks of 'n bundel waarin géén politieke verwysing voorkom nie, na 'n polities-gemotiveerde keuse teruggevoer word. Die kern van die saak is dat 'n teks tot hierdie subgenre gereken kan word slegs wanneer dit minder of meer uitdruklik kontesteer, of die klimaat skep vir kontestering, wat meebring dat 'n imperatief tot verandering in die teks aanwesig moet wees. Hierdie appél tot verandering rig hom in die beduidendste werke van die genre verbý die partypolitiek, rig hom tot die mens wat (met of sonder sy keuse) onderhewig is aan politieke gebeure. Kontestering (verset) impl iseer ook meebelewing, solidariteit en vereenselwiging. Dit is die oogmerk van hierdie studie om na te gaan hoe aspekte van hierdie vereenselwiging die engagement en die universele waarheid as temamoment en selfs as struktuurfaktor in homself kan verenig. Vanweë die omvang van die teoretiese inset van die studie word tekste in hoofsaak eksemplaries gebruik - déégliker struktulrele analises waarin die estetiese steeds sáám met die die maatskaplik-etiese dimensie ondersoek word, verg 'n afsonderlike studie.
- Full Text:
- Date Issued: 1982
- Authors: Weideman, George, 1947-2008
- Date: 1982
- Subjects: Politics and literature Comparative literature
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3604 , http://hdl.handle.net/10962/d1003723
- Description: Voorwoord: In die loop van hierdie studie word dit op enkele plekke duidelik gestel dat die littérature engagée nie beperk is tot die engere "politiek" nie, en dat 'n teks met 'n religieuse tema of 'n teks waarin maatskaplike wantoestande aan die lig gebring word, ook engagé kan wees. Die politiek laat hom egter as magsfaktor oor so 'n wye gebied geld dat nuanserings nie altyd moontlik is nie; 'n teks met 'n oorwegend "religieuse tema" kan politieke implikasies hê. Dit bring verder mee dat selfs 'n teks of 'n bundel waarin géén politieke verwysing voorkom nie, na 'n polities-gemotiveerde keuse teruggevoer word. Die kern van die saak is dat 'n teks tot hierdie subgenre gereken kan word slegs wanneer dit minder of meer uitdruklik kontesteer, of die klimaat skep vir kontestering, wat meebring dat 'n imperatief tot verandering in die teks aanwesig moet wees. Hierdie appél tot verandering rig hom in die beduidendste werke van die genre verbý die partypolitiek, rig hom tot die mens wat (met of sonder sy keuse) onderhewig is aan politieke gebeure. Kontestering (verset) impl iseer ook meebelewing, solidariteit en vereenselwiging. Dit is die oogmerk van hierdie studie om na te gaan hoe aspekte van hierdie vereenselwiging die engagement en die universele waarheid as temamoment en selfs as struktuurfaktor in homself kan verenig. Vanweë die omvang van die teoretiese inset van die studie word tekste in hoofsaak eksemplaries gebruik - déégliker struktulrele analises waarin die estetiese steeds sáám met die die maatskaplik-etiese dimensie ondersoek word, verg 'n afsonderlike studie.
- Full Text:
- Date Issued: 1982
A critical analysis of the grammar of isiXhosa as used in the Revised Union version of the Bible
- Oosthuysen, Jacobus Christiaan
- Authors: Oosthuysen, Jacobus Christiaan
- Date: 2013
- Subjects: Bible -- Xhosa -- Revised Union -- 1942 Xhosa language -- Grammar -- Research Xhosa language -- Texts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3555 , http://hdl.handle.net/10962/d1001625
- Description: This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.
- Full Text:
- Date Issued: 2013
- Authors: Oosthuysen, Jacobus Christiaan
- Date: 2013
- Subjects: Bible -- Xhosa -- Revised Union -- 1942 Xhosa language -- Grammar -- Research Xhosa language -- Texts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3555 , http://hdl.handle.net/10962/d1001625
- Description: This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.
- Full Text:
- Date Issued: 2013
Johannes van Melle : realist tussen twee werelden
- Authors: Jonckheere, W F
- Date: 1966
- Subjects: Van Melle, J. (Johannes),1887-1953
- Language: Dutch
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3645 , http://hdl.handle.net/10962/d1015200
- Description: [From Introduction]. Aan het werk van Johannes Van Melle is tot dusver geen allesomvattende studie gewijd. Het is vooral in dit tekort dat het onderhavige proefschrift wil voorzien. Reeds vroeger hebben enkelen hun aandacht op onderdelen van Van Melles proza gericht maar niemand heeft eft ooit ondernomen de hele reeks van Van Melles gepubliceerde en ongepubliceerde gechriften te onderzoeken en deze zowel in hun samenhang als afzonderlijk naar waarde te schatten.
- Full Text:
- Date Issued: 1966
- Authors: Jonckheere, W F
- Date: 1966
- Subjects: Van Melle, J. (Johannes),1887-1953
- Language: Dutch
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3645 , http://hdl.handle.net/10962/d1015200
- Description: [From Introduction]. Aan het werk van Johannes Van Melle is tot dusver geen allesomvattende studie gewijd. Het is vooral in dit tekort dat het onderhavige proefschrift wil voorzien. Reeds vroeger hebben enkelen hun aandacht op onderdelen van Van Melles proza gericht maar niemand heeft eft ooit ondernomen de hele reeks van Van Melles gepubliceerde en ongepubliceerde gechriften te onderzoeken en deze zowel in hun samenhang als afzonderlijk naar waarde te schatten.
- Full Text:
- Date Issued: 1966
Hugo Raes : de roman als montage : een struktuuranalyse van De vadsige koningen, Een faun met kille horentjes en, Het smarán, het vikka, de ronko en al de andere kleuren van de geschiedenis
- Authors: Renders, L E M M E
- Date: 1981
- Subjects: Raes, Hugo -- Criticism and interpretation Raes, Hugo -- De vadsige koningen Raes, Hugo -- Een faun met kille horentjes Raes, Hugo -- Het smarán, het vikka, de ronko en al de andere kleuren van de geschiedenis Dutch fiction -- 20th century -- History and criticism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3623 , http://hdl.handle.net/10962/d1007493
- Description: De analyse van het individuele literaire werk zal steeds het begin- en eindpunt moeten zijn van de literatuurstudie in welke gedaante dan ook: "Dit neemt echter niet weg dat het begin en einde, het alfa en omega van de literaire bedrijvigheid, het literair kunstwerk als zodanig, de literaire intentie, functie en efficientie de literair, literairesthetisch, te actualiseren en te valoriseren tekst is ... " (Rutten, 1973, p.144). Juist deze vorm van onderzoek lijkt op het ogenblik soms weI eens verloren te raken tussen de veelheid van literaire theorieen die overal opgang maken. De beoefenaars van de literaire kritiek lijken dikwijls meer begaan met het opbouwen en afbreken van theorieen dan met het literaire werk zelf. Sinds W. Bloks studie Verhaal en lezer in 1960 voor het eerst het licht zag, mag er dan op het gebied van de literatuurwetenschap in de Nederlanden en daarbuiten heel wat veranderd zijn, maar zijn uitspraak: " ... dat de romantheorie op het ogenblik het meest gebaat is met analyses van afzonderlijke werken" (1969, p.9) heeft zeker nog niets aan geldigheid ingeboet.
- Full Text:
- Date Issued: 1981
- Authors: Renders, L E M M E
- Date: 1981
- Subjects: Raes, Hugo -- Criticism and interpretation Raes, Hugo -- De vadsige koningen Raes, Hugo -- Een faun met kille horentjes Raes, Hugo -- Het smarán, het vikka, de ronko en al de andere kleuren van de geschiedenis Dutch fiction -- 20th century -- History and criticism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3623 , http://hdl.handle.net/10962/d1007493
- Description: De analyse van het individuele literaire werk zal steeds het begin- en eindpunt moeten zijn van de literatuurstudie in welke gedaante dan ook: "Dit neemt echter niet weg dat het begin en einde, het alfa en omega van de literaire bedrijvigheid, het literair kunstwerk als zodanig, de literaire intentie, functie en efficientie de literair, literairesthetisch, te actualiseren en te valoriseren tekst is ... " (Rutten, 1973, p.144). Juist deze vorm van onderzoek lijkt op het ogenblik soms weI eens verloren te raken tussen de veelheid van literaire theorieen die overal opgang maken. De beoefenaars van de literaire kritiek lijken dikwijls meer begaan met het opbouwen en afbreken van theorieen dan met het literaire werk zelf. Sinds W. Bloks studie Verhaal en lezer in 1960 voor het eerst het licht zag, mag er dan op het gebied van de literatuurwetenschap in de Nederlanden en daarbuiten heel wat veranderd zijn, maar zijn uitspraak: " ... dat de romantheorie op het ogenblik het meest gebaat is met analyses van afzonderlijke werken" (1969, p.9) heeft zeker nog niets aan geldigheid ingeboet.
- Full Text:
- Date Issued: 1981
Die dood, die minnaar en die oedipale struktuur in die Ingrid Jonker-teks
- Authors: Van Wyk, André Johan
- Date: 1987
- Subjects: Jonker, Ingrid, 1933-1965 -- Criticism and interpretation Afrikaans poetry -- History and criticism
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3608 , http://hdl.handle.net/10962/d1003917
- Description: From Inleiding: In dié inleiding word die implikasies van die woord "teks", asook die resepsie van die Ingrid Jonker-teks in die lig van haar dood, en 'n eie benaderingswyse, in teenstelling met die tradisionele kritiese metodes, bespreek. 1.1 Die teks: Die Ingrid Jonker-teks behels (met die dood, die rninnaar en die OedipaIe struktuur as uitgangspunt) aIIes waarop die woorde "Ingrid Jonker", as teks - die parentese tussen die datums op haar grafsteen - dui. Dit beteken dat genre-onderskeidinge en die onderskeid biografie en literatuur opgehef word. Verdere implikasies van die woord "teks" gaan vervolgens ter inleiding ondersoek word. Daar sal ruim gebruik gemaak word van die literêr-teoretiese en filosofiese veronderstellinge van Julia Kristeva, Maurice Blanchot, Jacques Derrida, Jacques Lacan, Pierre Macherey en Roland Barthes.
- Full Text:
- Date Issued: 1987
- Authors: Van Wyk, André Johan
- Date: 1987
- Subjects: Jonker, Ingrid, 1933-1965 -- Criticism and interpretation Afrikaans poetry -- History and criticism
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3608 , http://hdl.handle.net/10962/d1003917
- Description: From Inleiding: In dié inleiding word die implikasies van die woord "teks", asook die resepsie van die Ingrid Jonker-teks in die lig van haar dood, en 'n eie benaderingswyse, in teenstelling met die tradisionele kritiese metodes, bespreek. 1.1 Die teks: Die Ingrid Jonker-teks behels (met die dood, die rninnaar en die OedipaIe struktuur as uitgangspunt) aIIes waarop die woorde "Ingrid Jonker", as teks - die parentese tussen die datums op haar grafsteen - dui. Dit beteken dat genre-onderskeidinge en die onderskeid biografie en literatuur opgehef word. Verdere implikasies van die woord "teks" gaan vervolgens ter inleiding ondersoek word. Daar sal ruim gebruik gemaak word van die literêr-teoretiese en filosofiese veronderstellinge van Julia Kristeva, Maurice Blanchot, Jacques Derrida, Jacques Lacan, Pierre Macherey en Roland Barthes.
- Full Text:
- Date Issued: 1987
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
The development of trilingual literacy in primary schools in Kenya
- Authors: Mose, Peter N
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/815 , vital:19993
- Description: The Kenyan language in education policy contemplates development of trilingual literacy skills in pupils by the end of standard three. The purpose of this study was to determine to what extent standard three pupils were literate in their mother tongue (Ekegusii), Kiswahili, and English. The study was undertaken in the context of; a language in education policy that provides for the use of mother tongues and Kiswahili (as languages of instruction) in rural and urban schools respectively up to the end of standard three, followed by a transition to an English medium from standard four; a general negative public attitude towards mother tongue instruction; and substantial empirical evidence in support of mother tongue instruction in basic education. Cummins’ Linguistic Interdependence and Linguistic Threshold Hypotheses guided the study. Adopting a mixed methods approach, the study used direct classroom observations, face-to-face interviews, document analyses, and reading tests to obtain data. Thematic, content, and statistical approaches were used in data analysis. It was found that various stakeholders understand key aspects of the language in education policy differently. Secondly, efforts in mother tongue instruction in schools are not motivated by theoretical and empirical foundations; development efforts are hence ineffective and inadequate leaving majority of learners with below average literacy skills in their mother tongue by the end of standard three. Thirdly, teachers do not implement the language in education policy as spelt out in the relevant documents; the three languages have therefore been allocated various classroom functions. Fourthly, the factors that motivate the disregard of the language policy include the language of examinations and textbooks, and transition to standard four in which English is the language of instruction. Lastly, reading scores indicate that majority of pupils transiting to standard four do not possess adequate reading skills to enable them read to learn in a mother tongue, Kiswahili, and English. This is observed across rural, peri-urban, and urban schools. The study recommends that: The ministry of education conducts workshops to re-educate the relevant stakeholders on the meaning and significance of the language in education policy and the significance of mother tongue instruction in second language, literacy, and skill development. This should be followed by a re-classification of primary schools on the basis of linguistic homogeneity, or otherwise, to ensure the intention of the policy is achieved. This could include empowering individual schools to determine language of instruction in lower primary based on language predominance. Secondly, the ministry should provide relevant resources for mother tongues and Kiswahili to develop them as effective languages of instruction as recommended by various past education commission reports. Additionally, a bilingual course in teacher training colleges to equip primary school teachers for bilingualism and biliteracy development should be introduced; one implication of this is teachers giving notes and tests in the languages spelt out in the policy. Thirdly, the ministry should intensify inspection of schools to assess implementation of the policy. Fourthly, future studies should assess mother tongue literacies as well, since they determine the extent and success of second language acquisition and learning; and measures should be put to ensure English is adequately resourced and taught well. Finally, mother tongue instruction should be extended up to, at least, standard five.
- Full Text:
- Date Issued: 2016
- Authors: Mose, Peter N
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/815 , vital:19993
- Description: The Kenyan language in education policy contemplates development of trilingual literacy skills in pupils by the end of standard three. The purpose of this study was to determine to what extent standard three pupils were literate in their mother tongue (Ekegusii), Kiswahili, and English. The study was undertaken in the context of; a language in education policy that provides for the use of mother tongues and Kiswahili (as languages of instruction) in rural and urban schools respectively up to the end of standard three, followed by a transition to an English medium from standard four; a general negative public attitude towards mother tongue instruction; and substantial empirical evidence in support of mother tongue instruction in basic education. Cummins’ Linguistic Interdependence and Linguistic Threshold Hypotheses guided the study. Adopting a mixed methods approach, the study used direct classroom observations, face-to-face interviews, document analyses, and reading tests to obtain data. Thematic, content, and statistical approaches were used in data analysis. It was found that various stakeholders understand key aspects of the language in education policy differently. Secondly, efforts in mother tongue instruction in schools are not motivated by theoretical and empirical foundations; development efforts are hence ineffective and inadequate leaving majority of learners with below average literacy skills in their mother tongue by the end of standard three. Thirdly, teachers do not implement the language in education policy as spelt out in the relevant documents; the three languages have therefore been allocated various classroom functions. Fourthly, the factors that motivate the disregard of the language policy include the language of examinations and textbooks, and transition to standard four in which English is the language of instruction. Lastly, reading scores indicate that majority of pupils transiting to standard four do not possess adequate reading skills to enable them read to learn in a mother tongue, Kiswahili, and English. This is observed across rural, peri-urban, and urban schools. The study recommends that: The ministry of education conducts workshops to re-educate the relevant stakeholders on the meaning and significance of the language in education policy and the significance of mother tongue instruction in second language, literacy, and skill development. This should be followed by a re-classification of primary schools on the basis of linguistic homogeneity, or otherwise, to ensure the intention of the policy is achieved. This could include empowering individual schools to determine language of instruction in lower primary based on language predominance. Secondly, the ministry should provide relevant resources for mother tongues and Kiswahili to develop them as effective languages of instruction as recommended by various past education commission reports. Additionally, a bilingual course in teacher training colleges to equip primary school teachers for bilingualism and biliteracy development should be introduced; one implication of this is teachers giving notes and tests in the languages spelt out in the policy. Thirdly, the ministry should intensify inspection of schools to assess implementation of the policy. Fourthly, future studies should assess mother tongue literacies as well, since they determine the extent and success of second language acquisition and learning; and measures should be put to ensure English is adequately resourced and taught well. Finally, mother tongue instruction should be extended up to, at least, standard five.
- Full Text:
- Date Issued: 2016
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
Postmodernistiese vertelstrategieë in Nag van die clown van Abraham H. de Vries
- Authors: Van Heerden, Etienne, 1954-
- Date: 1996
- Subjects: De Vries, Abraham H. -- Criticism and interpretation De Vries, Abraham H. -- Nag van die clown Afrikaans fiction -- History and criticism Postmodernism (Literature) Postmodernism (Literature) -- South Africa
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3595 , http://hdl.handle.net/10962/d1002170
- Description: This thesis locates Abraham H. de Vries's Nag van ale Clown witbin the self-conscious South African socio-literary climate of the eighties and analyses postmodernist narrative strategies in five stories. Surveying the debate on postmodernism, this study describes postmodernism as a nomadic, inherently contradictory and mutually informing palimpsest of texts and views the De Vries text as a problematized inscribing of subjectivity into history. , Hierdie proefskrif situeer Nag van die Clown (1989) van Abraham H. de Vries binne die selfbewuste sosioliterere klimaat van die Suid-Afrika van die dekade tagtig en ontleed postmodernistiese vertelstrategiee in vyf verhale uit die bundel. Die studie bied 'n oorsig oor die debat rondom die postmodernisme as nomadiese, weersprekende en wedersyds voedende palimpses tekste en beskou die De Vries-teks as 'n problematiserende inskryf van subjektiwiteit in die geskiedenis.
- Full Text:
- Date Issued: 1996
- Authors: Van Heerden, Etienne, 1954-
- Date: 1996
- Subjects: De Vries, Abraham H. -- Criticism and interpretation De Vries, Abraham H. -- Nag van die clown Afrikaans fiction -- History and criticism Postmodernism (Literature) Postmodernism (Literature) -- South Africa
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3595 , http://hdl.handle.net/10962/d1002170
- Description: This thesis locates Abraham H. de Vries's Nag van ale Clown witbin the self-conscious South African socio-literary climate of the eighties and analyses postmodernist narrative strategies in five stories. Surveying the debate on postmodernism, this study describes postmodernism as a nomadic, inherently contradictory and mutually informing palimpsest of texts and views the De Vries text as a problematized inscribing of subjectivity into history. , Hierdie proefskrif situeer Nag van die Clown (1989) van Abraham H. de Vries binne die selfbewuste sosioliterere klimaat van die Suid-Afrika van die dekade tagtig en ontleed postmodernistiese vertelstrategiee in vyf verhale uit die bundel. Die studie bied 'n oorsig oor die debat rondom die postmodernisme as nomadiese, weersprekende en wedersyds voedende palimpses tekste en beskou die De Vries-teks as 'n problematiserende inskryf van subjektiwiteit in die geskiedenis.
- Full Text:
- Date Issued: 1996
Die metaroman : dekonstruksie-ondersoek
- Authors: Hambidge, Joan, 1956-
- Date: 1984
- Subjects: Fiction -- 20th century -- History and criticism Experimental fiction -- History and criticism
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3611 , http://hdl.handle.net/10962/d1005056
- Full Text:
- Date Issued: 1984
- Authors: Hambidge, Joan, 1956-
- Date: 1984
- Subjects: Fiction -- 20th century -- History and criticism Experimental fiction -- History and criticism
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3611 , http://hdl.handle.net/10962/d1005056
- Full Text:
- Date Issued: 1984