Composition Portfolio
- Authors: Appollis, Sylvester
- Date: 201u
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/193476 , vital:45335
- Description: Composition portfolio. , Thesis (MMus) -- Faculty of Humanities, Music and Musicology, 201u
- Full Text:
- Date Issued: 201u
- Authors: Appollis, Sylvester
- Date: 201u
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/193476 , vital:45335
- Description: Composition portfolio. , Thesis (MMus) -- Faculty of Humanities, Music and Musicology, 201u
- Full Text:
- Date Issued: 201u
A critique of baroque performance practice with specific reference to the organ preludes and fugues by Johann Sebastian Bach
- Authors: Murphy, Liesel
- Date: 2009
- Subjects: Bach, Johann Sebastian, 1685-1750 -- Organ music , Bach, Johann Sebastian, 1685-1750 -- Keyboard music , Performance practice (Music) -- History -- 17th century , Organ music -- History and criticism , Music -- 17th century -- Performance
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8509 , http://hdl.handle.net/10948/1023 , Bach, Johann Sebastian, 1685-1750 -- Organ music , Bach, Johann Sebastian, 1685-1750 -- Keyboard music , Performance practice (Music) -- History -- 17th century , Organ music -- History and criticism , Music -- 17th century -- Performance
- Description: This study aims to provide a critique of Baroque performance practice, with specific reference to the organ Preludes and Fugues of Johann Sebastian Bach. Drawing from the extensive body of literature pertaining to Bach’s keyboard music, a number of relevant issues are explored in so far as these may provide understanding of the manner in which the organ Preludes and Fugues should be performed today. These include: • The notion of Bach’s ‘generic’ keyboard works. Were the generic keyboard works as a whole intended to be performed on more than one keyboard instrument? The instrumental designations given by Bach in these works are a valuable source of information in answering this question. • The type of organ that was known to J.S. Bach and typical registration used in the Baroque, called the plenum. • Identification of the grey area that persists in the interpretation of Bach’s organ works with regard to registration, tempo, rhythm, articulation, phrasing, fingering and ornamentation. This study also engages with the current authenticity debate in musical performance as seen from the modernist and postmodernist points of view. The modernist ideal of authenticity is to “re-create” or “reconstruct” performances of Bach’s music with as much accuracy as the evidence of historical musicologists can provide. For the postmodernist, however, authenticity lies in embracing the human element of contingency in musical performance, along with a thorough grounding of such performance in historical evidence. In aligning itself with the postmodernist point of view, this study ultimately argues that we cannot learn everything there is to know about Baroque performance practice from books. Instead, in addition to historical evidence, we draw much of our understanding in this regard from our innate or tacit levels of knowing. In this regard the scholar of Bach’s organ works can draw valuable lessons from the levels of tacit knowledge of leading organ pedagogues and performers on the subject of Baroque performance practice.
- Full Text:
- Date Issued: 2009
- Authors: Murphy, Liesel
- Date: 2009
- Subjects: Bach, Johann Sebastian, 1685-1750 -- Organ music , Bach, Johann Sebastian, 1685-1750 -- Keyboard music , Performance practice (Music) -- History -- 17th century , Organ music -- History and criticism , Music -- 17th century -- Performance
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8509 , http://hdl.handle.net/10948/1023 , Bach, Johann Sebastian, 1685-1750 -- Organ music , Bach, Johann Sebastian, 1685-1750 -- Keyboard music , Performance practice (Music) -- History -- 17th century , Organ music -- History and criticism , Music -- 17th century -- Performance
- Description: This study aims to provide a critique of Baroque performance practice, with specific reference to the organ Preludes and Fugues of Johann Sebastian Bach. Drawing from the extensive body of literature pertaining to Bach’s keyboard music, a number of relevant issues are explored in so far as these may provide understanding of the manner in which the organ Preludes and Fugues should be performed today. These include: • The notion of Bach’s ‘generic’ keyboard works. Were the generic keyboard works as a whole intended to be performed on more than one keyboard instrument? The instrumental designations given by Bach in these works are a valuable source of information in answering this question. • The type of organ that was known to J.S. Bach and typical registration used in the Baroque, called the plenum. • Identification of the grey area that persists in the interpretation of Bach’s organ works with regard to registration, tempo, rhythm, articulation, phrasing, fingering and ornamentation. This study also engages with the current authenticity debate in musical performance as seen from the modernist and postmodernist points of view. The modernist ideal of authenticity is to “re-create” or “reconstruct” performances of Bach’s music with as much accuracy as the evidence of historical musicologists can provide. For the postmodernist, however, authenticity lies in embracing the human element of contingency in musical performance, along with a thorough grounding of such performance in historical evidence. In aligning itself with the postmodernist point of view, this study ultimately argues that we cannot learn everything there is to know about Baroque performance practice from books. Instead, in addition to historical evidence, we draw much of our understanding in this regard from our innate or tacit levels of knowing. In this regard the scholar of Bach’s organ works can draw valuable lessons from the levels of tacit knowledge of leading organ pedagogues and performers on the subject of Baroque performance practice.
- Full Text:
- Date Issued: 2009
A difficult equilibrium: torture narratives and the ethics of reciprocity in apartheid South Africa and its aftermath
- Authors: Pett, Sarah
- Date: 2009
- Subjects: Apartheid -- South Africa -- History Torture -- South Africa Post-apartheid era -- South Africa Apartheid in literature Torture in literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2194 , http://hdl.handle.net/10962/d1002236
- Description: This thesis takes the form of an enquiry into the development of the ―generic contours (Bakhtin 4) for the narration of torture in South Africa during apartheid and its aftermath. The enquiry focusses on the ethical determinations that underlie the conventions of this genre. My theoretical framework uses Adam Zachary Newton‘s conceptualization of narrative ethics to supplement Paul Ricoeur‘s writings on narrative identity and the ethical intention, thus facilitating the transfer of Ricoeur‘s abstract philosophy to the realm of literary criticism. Part I presents torture as a disruption of narrative identity and a defamiliarization of the intersubjective encounter. The existence of torture narratives thus attests to the critical role of narration in the reconstruction of the tortured person‘s identity and the re-establishment of benign frameworks of intersubjective communication. Literature‘s potential to act as a laboratory for the testing of the limitations of narrative identity and the resilience of ethical mores suggests that the fictional representation of torture also has an important role to play in this attempt at rehabilitation. Part II takes the form of a comparative analysis of non-fictional and fictional accounts of torture originating from apartheid South Africa. This shows that the ethical determinations underlying the narration of torture in South Africa range from intersubjective estrangement to a ―solicitude of reciprocity (Bourgeois 109). However, because the majority of these texts used the presentation of human rights abuses to galvanize international opposition to apartheid, the scope for experimentation was limited by the political exigencies of the time. Part III examines the stylistic and generic shifts in the narration of torture that accompanied South Africa‘s transition to democracy. It suggests that the discursive dominance of the Truth and Reconciliation Commission replaced the fruitful—in literary terms—dialogue between authoritarianism and resistance that characterized the apartheid era with a monologic grand narrative of emotional catharsis, reconciliation and nation building. It also suggests that the ―truth-and-reconciliation genre of writing (Quayson 754) that shaped the literary milieu of the post-TRC period be seen in terms of a resurgence of the apartheid–era paradigms for the narration of human rights abuses that were repressed during the initial phase of democratic transition. By framing the TRC as a catalyst for individual journeys of self-discovery, these novels raise important questions about what it means to be a part of the ―new South Africa. In contrast to the majority of apartheid era literature, the novels of the post-TRC period privilege the literary prerogative over the political, and thus bring to fruition the experimental potential of the previous paradigm. In doing so, they not only go beyond solicitude to achieve an ―authentic reciprocity in exchange (Ricoeur, Oneself 191), but also initiate a process of long-awaited literary expansion, in which authors look beyond the limits of apartheid and begin to critically engage with the region‘s pre-apartheid history and its post-apartheid present.
- Full Text:
- Date Issued: 2009
- Authors: Pett, Sarah
- Date: 2009
- Subjects: Apartheid -- South Africa -- History Torture -- South Africa Post-apartheid era -- South Africa Apartheid in literature Torture in literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2194 , http://hdl.handle.net/10962/d1002236
- Description: This thesis takes the form of an enquiry into the development of the ―generic contours (Bakhtin 4) for the narration of torture in South Africa during apartheid and its aftermath. The enquiry focusses on the ethical determinations that underlie the conventions of this genre. My theoretical framework uses Adam Zachary Newton‘s conceptualization of narrative ethics to supplement Paul Ricoeur‘s writings on narrative identity and the ethical intention, thus facilitating the transfer of Ricoeur‘s abstract philosophy to the realm of literary criticism. Part I presents torture as a disruption of narrative identity and a defamiliarization of the intersubjective encounter. The existence of torture narratives thus attests to the critical role of narration in the reconstruction of the tortured person‘s identity and the re-establishment of benign frameworks of intersubjective communication. Literature‘s potential to act as a laboratory for the testing of the limitations of narrative identity and the resilience of ethical mores suggests that the fictional representation of torture also has an important role to play in this attempt at rehabilitation. Part II takes the form of a comparative analysis of non-fictional and fictional accounts of torture originating from apartheid South Africa. This shows that the ethical determinations underlying the narration of torture in South Africa range from intersubjective estrangement to a ―solicitude of reciprocity (Bourgeois 109). However, because the majority of these texts used the presentation of human rights abuses to galvanize international opposition to apartheid, the scope for experimentation was limited by the political exigencies of the time. Part III examines the stylistic and generic shifts in the narration of torture that accompanied South Africa‘s transition to democracy. It suggests that the discursive dominance of the Truth and Reconciliation Commission replaced the fruitful—in literary terms—dialogue between authoritarianism and resistance that characterized the apartheid era with a monologic grand narrative of emotional catharsis, reconciliation and nation building. It also suggests that the ―truth-and-reconciliation genre of writing (Quayson 754) that shaped the literary milieu of the post-TRC period be seen in terms of a resurgence of the apartheid–era paradigms for the narration of human rights abuses that were repressed during the initial phase of democratic transition. By framing the TRC as a catalyst for individual journeys of self-discovery, these novels raise important questions about what it means to be a part of the ―new South Africa. In contrast to the majority of apartheid era literature, the novels of the post-TRC period privilege the literary prerogative over the political, and thus bring to fruition the experimental potential of the previous paradigm. In doing so, they not only go beyond solicitude to achieve an ―authentic reciprocity in exchange (Ricoeur, Oneself 191), but also initiate a process of long-awaited literary expansion, in which authors look beyond the limits of apartheid and begin to critically engage with the region‘s pre-apartheid history and its post-apartheid present.
- Full Text:
- Date Issued: 2009
Civil society's quest for democracy in Zimbabwe: origins,barriers and prospects, 1900-2008
- Authors: Magure, Booker
- Date: 2009
- Subjects: Civil Society -- Zimbabwe Zimbabwe -- Politics and government -- 1980 Zimbabwe -- Economic conditions Zimbabwe -- History
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2798 , http://hdl.handle.net/10962/d1003008
- Description: This thesis is a critical examination of the origins, barriers and prospects for a working class-led civil society as it sought to democratise Zimbabwe’s post-colonial state. It is an interdisciplinary but historically informed analysis of how advanced capitalist development promoted the emergence of social movement unionism with a potentiality to advance democracy in Zimbabwe. Despite occurring on a much smaller and thinner scale, the evolution of civil society in colonial Zimbabwe was akin to what happened in 19th century Britain where capitalist expansion presented a foundation for democratisation. However, big underlying barriers exist in Zimbabwe, resulting from various forms of authoritarian structures and forcible mobilisation strategies emanating from colonialism and the protracted war of liberation. ZANU PF’s violent reaction to memory contests by non-participants in the war of liberation seeking an alternative political agenda attest to the controversial and polemical nature of struggles over memory and forgetting in contemporary Zimbabwean politics. These structural impediments forestalled the organic growth of civil society in Zimbabwe, thereby explaining its inchoate status and the failure to significantly determine the course of public policy. While recognising the democratic aspirations and capacities of the working class in precipitating political change, this thesis takes into consideration the impact of other factors on state-society relations. These include deepening state barbarism, globalisation, and technological advances in communication, transnational civil society, a dysfunctional economy, migration and remittances. Finally this thesis presents an optimistic scenario about the prospects for civil society and democratisation in Zimbabwe. I argue that the revival of the productive sectors of the economy can possibly strengthen the labour movement and revive its capacities for ushering in a democracy.
- Full Text:
- Date Issued: 2009
- Authors: Magure, Booker
- Date: 2009
- Subjects: Civil Society -- Zimbabwe Zimbabwe -- Politics and government -- 1980 Zimbabwe -- Economic conditions Zimbabwe -- History
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2798 , http://hdl.handle.net/10962/d1003008
- Description: This thesis is a critical examination of the origins, barriers and prospects for a working class-led civil society as it sought to democratise Zimbabwe’s post-colonial state. It is an interdisciplinary but historically informed analysis of how advanced capitalist development promoted the emergence of social movement unionism with a potentiality to advance democracy in Zimbabwe. Despite occurring on a much smaller and thinner scale, the evolution of civil society in colonial Zimbabwe was akin to what happened in 19th century Britain where capitalist expansion presented a foundation for democratisation. However, big underlying barriers exist in Zimbabwe, resulting from various forms of authoritarian structures and forcible mobilisation strategies emanating from colonialism and the protracted war of liberation. ZANU PF’s violent reaction to memory contests by non-participants in the war of liberation seeking an alternative political agenda attest to the controversial and polemical nature of struggles over memory and forgetting in contemporary Zimbabwean politics. These structural impediments forestalled the organic growth of civil society in Zimbabwe, thereby explaining its inchoate status and the failure to significantly determine the course of public policy. While recognising the democratic aspirations and capacities of the working class in precipitating political change, this thesis takes into consideration the impact of other factors on state-society relations. These include deepening state barbarism, globalisation, and technological advances in communication, transnational civil society, a dysfunctional economy, migration and remittances. Finally this thesis presents an optimistic scenario about the prospects for civil society and democratisation in Zimbabwe. I argue that the revival of the productive sectors of the economy can possibly strengthen the labour movement and revive its capacities for ushering in a democracy.
- Full Text:
- Date Issued: 2009
De La Rey rides (yet) again : Afrikaner identity politics and nostalgia in post-apartheid South Africa
- Authors: Baines, Gary F
- Date: 2009
- Language: English
- Type: Conference paper
- Identifier: vital:6158 , http://hdl.handle.net/10962/d1007078
- Description: In 2006 a relatively unknown South African artist with the stage name Bok van Blerk released his debut album called “De la Rey”. The album included a music video of the title track that calls upon the legendary Boer War general to save the volk (people) from the wantonly destructive strategies of the British imperial forces: the scorched earth policy and the subsequent internment of women and children in concentration camps. The British justified such extreme – some would say ‘genocidal’ – strategies so as to prevent non-combatants from supporting the irregular Boer soldiers. Although he did not believe that the war could be won on account of the overwhelming odds that the Boer forces faced, De la Rey still fought to the bitter end. Needless to say, he was on the losing side.
- Full Text:
- Date Issued: 2009
- Authors: Baines, Gary F
- Date: 2009
- Language: English
- Type: Conference paper
- Identifier: vital:6158 , http://hdl.handle.net/10962/d1007078
- Description: In 2006 a relatively unknown South African artist with the stage name Bok van Blerk released his debut album called “De la Rey”. The album included a music video of the title track that calls upon the legendary Boer War general to save the volk (people) from the wantonly destructive strategies of the British imperial forces: the scorched earth policy and the subsequent internment of women and children in concentration camps. The British justified such extreme – some would say ‘genocidal’ – strategies so as to prevent non-combatants from supporting the irregular Boer soldiers. Although he did not believe that the war could be won on account of the overwhelming odds that the Boer forces faced, De la Rey still fought to the bitter end. Needless to say, he was on the losing side.
- Full Text:
- Date Issued: 2009
Effects of marine reserves on the biology of rocky intertidal limpets along the southern coast of South Africa
- Nakin, Motebang Dominic Vincent
- Authors: Nakin, Motebang Dominic Vincent
- Date: 2009
- Subjects: Limpets Marine parks and reserves -- South Africa Marine biology -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5680 , http://hdl.handle.net/10962/d1005365
- Description: Limpets are harvested by people in South Africa, but are selected in terms of species and size. The effects of marine reserves on the biology of commonly exploited (Helcion concolor and Scutellastra longicosta) and rarely exploited species (Cellana capensis and Scutellastra granularis) were investigated on the southeast coast of South Africa at two reserve and two non-reserve sites. For each species, a 4-way nested ANOVA was used to test the effects of month, reserve, site (nested within reserve) and area (nested within site and reserve) on population density, size structure and recruitment of these limpets. The data were collected monthly over 20 months. The overall results indicated a gradient of exploitation among species, S. longicosta was the most heavily exploited species and S. granularis the least exploited species. However, there was also a gradient of exploitation between reserves and non-reserves. Xhora was the most heavily exploited site while Nqabara was less heavily exploited. Of the two reserve sites, Cwebe had more poachers than Dwesa. In most analyses, the month x area (reserve (site)) interaction was significant. However, this was largely an artifact due to comparisons of areas in different sites and significant differences between areas within sites occurred in relatively few months. Densities were greater inside reserves for all species except C. capensis. For S. longicosta and H. concolor this was expected but not for S. granularis and the result possibly reflects its opportunistic exploitation in the absence of the preferred species or indirect effects of reserves. Commonly exploited species and the rarely exploited C. capensis clearly showed greater mean and maximum sizes in reserves but there were month/site (reserve) interactions. Months with significant differences between reserves and nonreserves in both mean and maximum sizes generally occurred more often for commonly exploited than rarely exploited species, but C. capensis showed the strongest reserve effect on maximum size. Interview surveys showed that, although not normally exploited, C. capensis is sometimes mistaken for H. concolor and this suggests that large individuals are unintentionally harvested outside reserves. There were no significant reserve effects on recruitment for any species. Although Xhora had the lowest densities and limpet sizes, it showed the highest recruitment especially for S. longicosta, suggesting that larvae can be transported far from where they are released and settle in non-reserve sites regardless of adult densities. Reserve as a main factor was not significant for the rarely exploited species, but there was a significant month x reserve interaction, with non-reserves having greater GSI values than reserves in most months. Growth rates were examined using individual tagging and cohort analysis. The two techniques gave different results, with individual tagging giving higher growth estimates than cohort analysis. Except for the territorial species S. longicosta, growth was higher in non-reserves and inversely correlated with population density. Mortality estimates using the Cormack-Jolly-Seber model indicated that the rarely exploited species had significantly greater capture probabilities in reserves while no significant reserve effects were observed for the commonly exploited species. Reserve effects on survival probability were significant only for S. longicosta, with reserves being greater than nonreserves and no significant effects for any other species. Enhanced survival in reserves was attributed to the effects of human exploitation. In theory, marine protected areas show increases in densities, sizes and reproductive output of exploited species, but the present results revealed that the efficacy of reserves depends on the status of the species, not only whether it is exploited or non-exploited, but also whether it is territorial.
- Full Text:
- Date Issued: 2009
- Authors: Nakin, Motebang Dominic Vincent
- Date: 2009
- Subjects: Limpets Marine parks and reserves -- South Africa Marine biology -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5680 , http://hdl.handle.net/10962/d1005365
- Description: Limpets are harvested by people in South Africa, but are selected in terms of species and size. The effects of marine reserves on the biology of commonly exploited (Helcion concolor and Scutellastra longicosta) and rarely exploited species (Cellana capensis and Scutellastra granularis) were investigated on the southeast coast of South Africa at two reserve and two non-reserve sites. For each species, a 4-way nested ANOVA was used to test the effects of month, reserve, site (nested within reserve) and area (nested within site and reserve) on population density, size structure and recruitment of these limpets. The data were collected monthly over 20 months. The overall results indicated a gradient of exploitation among species, S. longicosta was the most heavily exploited species and S. granularis the least exploited species. However, there was also a gradient of exploitation between reserves and non-reserves. Xhora was the most heavily exploited site while Nqabara was less heavily exploited. Of the two reserve sites, Cwebe had more poachers than Dwesa. In most analyses, the month x area (reserve (site)) interaction was significant. However, this was largely an artifact due to comparisons of areas in different sites and significant differences between areas within sites occurred in relatively few months. Densities were greater inside reserves for all species except C. capensis. For S. longicosta and H. concolor this was expected but not for S. granularis and the result possibly reflects its opportunistic exploitation in the absence of the preferred species or indirect effects of reserves. Commonly exploited species and the rarely exploited C. capensis clearly showed greater mean and maximum sizes in reserves but there were month/site (reserve) interactions. Months with significant differences between reserves and nonreserves in both mean and maximum sizes generally occurred more often for commonly exploited than rarely exploited species, but C. capensis showed the strongest reserve effect on maximum size. Interview surveys showed that, although not normally exploited, C. capensis is sometimes mistaken for H. concolor and this suggests that large individuals are unintentionally harvested outside reserves. There were no significant reserve effects on recruitment for any species. Although Xhora had the lowest densities and limpet sizes, it showed the highest recruitment especially for S. longicosta, suggesting that larvae can be transported far from where they are released and settle in non-reserve sites regardless of adult densities. Reserve as a main factor was not significant for the rarely exploited species, but there was a significant month x reserve interaction, with non-reserves having greater GSI values than reserves in most months. Growth rates were examined using individual tagging and cohort analysis. The two techniques gave different results, with individual tagging giving higher growth estimates than cohort analysis. Except for the territorial species S. longicosta, growth was higher in non-reserves and inversely correlated with population density. Mortality estimates using the Cormack-Jolly-Seber model indicated that the rarely exploited species had significantly greater capture probabilities in reserves while no significant reserve effects were observed for the commonly exploited species. Reserve effects on survival probability were significant only for S. longicosta, with reserves being greater than nonreserves and no significant effects for any other species. Enhanced survival in reserves was attributed to the effects of human exploitation. In theory, marine protected areas show increases in densities, sizes and reproductive output of exploited species, but the present results revealed that the efficacy of reserves depends on the status of the species, not only whether it is exploited or non-exploited, but also whether it is territorial.
- Full Text:
- Date Issued: 2009
Exploratory mathematics talk in a second language: a sociolinguistic perspective:
- Graven, Mellony, Robertson, Sally-Ann
- Authors: Graven, Mellony , Robertson, Sally-Ann
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69907 , vital:29594 , https://doi.org/10.1007/s11858-018-0952-2
- Description: This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making.
- Full Text:
- Date Issued: 2009
- Authors: Graven, Mellony , Robertson, Sally-Ann
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69907 , vital:29594 , https://doi.org/10.1007/s11858-018-0952-2
- Description: This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making.
- Full Text:
- Date Issued: 2009
Framing economic news: an examination of coverage of the Growth, Employment and Redistribution (GEAR) strategy in Business Day
- Authors: Mudzamiri, Wonder Tariro
- Date: 2009
- Subjects: Business day English newspapers -- South Africa South African newspapers Mass media -- Economic aspects Economic development -- South Africa South Africa -- Economic policy South Africa -- Politics and government -- 1994-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3469 , http://hdl.handle.net/10962/d1002924
- Description: This thesis examines the way in which Business Day portrayed the neo-liberal logic of the Growth, Employment and Redistribution (GEAR) strategy as both common sense and natural. It utilises framing analysis, adapting its application to the context of media studies as the guiding theoretical framework in trying to understand how Business Day, as representative of the mainstream financial media, frame economic policy issues. Using content analysis, the thesis examines how elite sources are the preferred news sources above ordinary citizens and are thus in a position to shape news content in line with their neo-liberal views on the economy. The thesis analyses how Business Day, by means of the globalisation frame and other frames, legitimated and in the process perpetuated the GEAR strategy as the macroeconomic policy of choice for South Africa in 1996 against the background of the country’s political transformation and economic policy development in preceding years.
- Full Text:
- Date Issued: 2009
- Authors: Mudzamiri, Wonder Tariro
- Date: 2009
- Subjects: Business day English newspapers -- South Africa South African newspapers Mass media -- Economic aspects Economic development -- South Africa South Africa -- Economic policy South Africa -- Politics and government -- 1994-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3469 , http://hdl.handle.net/10962/d1002924
- Description: This thesis examines the way in which Business Day portrayed the neo-liberal logic of the Growth, Employment and Redistribution (GEAR) strategy as both common sense and natural. It utilises framing analysis, adapting its application to the context of media studies as the guiding theoretical framework in trying to understand how Business Day, as representative of the mainstream financial media, frame economic policy issues. Using content analysis, the thesis examines how elite sources are the preferred news sources above ordinary citizens and are thus in a position to shape news content in line with their neo-liberal views on the economy. The thesis analyses how Business Day, by means of the globalisation frame and other frames, legitimated and in the process perpetuated the GEAR strategy as the macroeconomic policy of choice for South Africa in 1996 against the background of the country’s political transformation and economic policy development in preceding years.
- Full Text:
- Date Issued: 2009
From song to literary texts : a study of the influence of isiXhosa lyrics on selected isiXhosa texts
- Authors: Dlepu, Siziwe Everrette
- Date: 2009
- Subjects: Xhosa (African people) -- Songs and music -- Texts , Folk songs, Xhosa -- South Africa , Xhosa (African people) -- Music , Xhosa -- Music
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:8460 , http://hdl.handle.net/10948/943 , Xhosa (African people) -- Songs and music -- Texts , Folk songs, Xhosa -- South Africa , Xhosa (African people) -- Music , Xhosa -- Music
- Description: Songs play a vital role in the everyday life of the AmaXhosa. Each and every occasion or gathering is accompanied by singing. Their anger or pain, sorrow or joy is reflected in their singing. Although these songs are composed for social purposes and entertainment, they are also educational. Songs may be composed and sung to comment on political affairs, complain against the abuse of power by the authorities, declare war, protest, praise a hero, encourage working together and ridicule the foolishness of someone. Vocabulary and diction used in the composition of these songs, relays the message in a clever and witty style. Since the AmaXhosa are intellectuals, irony and satire are used. The satirical or ironical songs hide the meaning and the listener must unravel the real meaning. AmaXhosa singing, chanting and dancing is accompanied by instruments. These instruments add more rhythm to the dance.The AmaXhosa use anything at their disposal when carving their instruments. Their songs may be accompanied by the beating of cow-hide drums, blowing of reed-pipe whistles, animal horns, beating of sticks and hand-clapping. The most important instrument the AmaXhosa use is the human voice. They are experts in humming, gruff singing and whistling. The songs of the AmaXhosa encourage togetherness. When one composes a song, one does not express one’s own feelings, but also the feelings of the community. The AmaXhosa songs are about participation so group singing and dancing is encouraged. Everyone participates either by singing, dancing or clapping. x Respect is the central core of the AmaXhosa songs. That is why the songs are composed according to age groups and sex. Instruments are also used according to ages and sex. Written texts are also a tool to educate the reader. The writers have decided to include songs in their writings to act as a form of entertainment and education. Although some songs lack the hallmarks of a traditional song, they communicate the idea or relay the message the writer wants to convey to the reader. Terms: Mock enconuim, the grotesque and the principle of beautiful deformity, anaphoric construction, diction and connotation, authorial comments, the mask-persona form, usurping of authority and reduction of traditional status.
- Full Text:
- Date Issued: 2009
From song to literary texts : a study of the influence of isiXhosa lyrics on selected isiXhosa texts
- Authors: Dlepu, Siziwe Everrette
- Date: 2009
- Subjects: Xhosa (African people) -- Songs and music -- Texts , Folk songs, Xhosa -- South Africa , Xhosa (African people) -- Music , Xhosa -- Music
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:8460 , http://hdl.handle.net/10948/943 , Xhosa (African people) -- Songs and music -- Texts , Folk songs, Xhosa -- South Africa , Xhosa (African people) -- Music , Xhosa -- Music
- Description: Songs play a vital role in the everyday life of the AmaXhosa. Each and every occasion or gathering is accompanied by singing. Their anger or pain, sorrow or joy is reflected in their singing. Although these songs are composed for social purposes and entertainment, they are also educational. Songs may be composed and sung to comment on political affairs, complain against the abuse of power by the authorities, declare war, protest, praise a hero, encourage working together and ridicule the foolishness of someone. Vocabulary and diction used in the composition of these songs, relays the message in a clever and witty style. Since the AmaXhosa are intellectuals, irony and satire are used. The satirical or ironical songs hide the meaning and the listener must unravel the real meaning. AmaXhosa singing, chanting and dancing is accompanied by instruments. These instruments add more rhythm to the dance.The AmaXhosa use anything at their disposal when carving their instruments. Their songs may be accompanied by the beating of cow-hide drums, blowing of reed-pipe whistles, animal horns, beating of sticks and hand-clapping. The most important instrument the AmaXhosa use is the human voice. They are experts in humming, gruff singing and whistling. The songs of the AmaXhosa encourage togetherness. When one composes a song, one does not express one’s own feelings, but also the feelings of the community. The AmaXhosa songs are about participation so group singing and dancing is encouraged. Everyone participates either by singing, dancing or clapping. x Respect is the central core of the AmaXhosa songs. That is why the songs are composed according to age groups and sex. Instruments are also used according to ages and sex. Written texts are also a tool to educate the reader. The writers have decided to include songs in their writings to act as a form of entertainment and education. Although some songs lack the hallmarks of a traditional song, they communicate the idea or relay the message the writer wants to convey to the reader. Terms: Mock enconuim, the grotesque and the principle of beautiful deformity, anaphoric construction, diction and connotation, authorial comments, the mask-persona form, usurping of authority and reduction of traditional status.
- Full Text:
- Date Issued: 2009
Music as social discourse : the contribution of popular music to the awareness and prevention of HIV/AIDS in Nairobi, Kenya
- Authors: Gitonga, Priscilla Nyawira
- Date: 2009
- Subjects: AIDS (Disease) -- Songs and music -- Nairobi -- Kenya , AIDS (Disease) -- Social aspects -- Nairobi -- Kenya , AIDS (Disease) -- Prevention , Music therapy
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8510 , http://hdl.handle.net/10948/962 , AIDS (Disease) -- Songs and music -- Nairobi -- Kenya , AIDS (Disease) -- Social aspects -- Nairobi -- Kenya , AIDS (Disease) -- Prevention , Music therapy
- Description: This dissertation is a critical, theoretical study focussing is on the contribution that popular music makes towards raising awareness and promoting the prevention of HIV/Aids in Nairobi, Kenya. Towards this end, an analysis of the lyrics and musical gestures of four Kenyan pop music songs is undertaken in order to highlight their communicative capabilities in this regard. These songs, namely, are Lulumbe by Wasike wa Musungu, Juala by Circute and Jo-el, Vuta Pumz by The Longombas, and Dunia Mbaya Chunguze by Princess Jully. The context in which these musical analyses occur is provided in: - An overview of the Kenya of today, in particular that of the diverse and hybrid ethnic, linguistic, musical and cultural practices of Nairobi, and of the various youth cultures in that city, as well as in an overview of the extent of the HIV/Aids pandemic in Kenya, especially amongst the youth of Nairobi, with some reflection on existing interventions. - An overview of current trends in popular music analysis and an explanation of the author’s own eclectic semiotic analytical methodology within this context. The study concludes that a repeating strategy may be discerned on the part of the composers and performers in question, namely, to first engage audiences through language and music with which they are familiar, and then to encourage audiences to confront the unknown and unfamiliar in music and language, but also ultimately in terms of their social practices. The known and the familiar is highlighted both in the lyrics and in the music itself. It includes use of commonlyspoken languages and dialects, popular musical styles typical of the particular sub-culture, and references to the day-to-day experiences of the ordinary person.
- Full Text:
- Date Issued: 2009
- Authors: Gitonga, Priscilla Nyawira
- Date: 2009
- Subjects: AIDS (Disease) -- Songs and music -- Nairobi -- Kenya , AIDS (Disease) -- Social aspects -- Nairobi -- Kenya , AIDS (Disease) -- Prevention , Music therapy
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8510 , http://hdl.handle.net/10948/962 , AIDS (Disease) -- Songs and music -- Nairobi -- Kenya , AIDS (Disease) -- Social aspects -- Nairobi -- Kenya , AIDS (Disease) -- Prevention , Music therapy
- Description: This dissertation is a critical, theoretical study focussing is on the contribution that popular music makes towards raising awareness and promoting the prevention of HIV/Aids in Nairobi, Kenya. Towards this end, an analysis of the lyrics and musical gestures of four Kenyan pop music songs is undertaken in order to highlight their communicative capabilities in this regard. These songs, namely, are Lulumbe by Wasike wa Musungu, Juala by Circute and Jo-el, Vuta Pumz by The Longombas, and Dunia Mbaya Chunguze by Princess Jully. The context in which these musical analyses occur is provided in: - An overview of the Kenya of today, in particular that of the diverse and hybrid ethnic, linguistic, musical and cultural practices of Nairobi, and of the various youth cultures in that city, as well as in an overview of the extent of the HIV/Aids pandemic in Kenya, especially amongst the youth of Nairobi, with some reflection on existing interventions. - An overview of current trends in popular music analysis and an explanation of the author’s own eclectic semiotic analytical methodology within this context. The study concludes that a repeating strategy may be discerned on the part of the composers and performers in question, namely, to first engage audiences through language and music with which they are familiar, and then to encourage audiences to confront the unknown and unfamiliar in music and language, but also ultimately in terms of their social practices. The known and the familiar is highlighted both in the lyrics and in the music itself. It includes use of commonlyspoken languages and dialects, popular musical styles typical of the particular sub-culture, and references to the day-to-day experiences of the ordinary person.
- Full Text:
- Date Issued: 2009
Myth, Music & Modernism: the Wagnerian dimension in Virginia Woolf's Mrs Dalloway and the waves and James Joyce’s Finnegans Wake
- Authors: McGregor, Jamie Alexander
- Date: 2009
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/77069 , vital:30662
- Description: The study of Wagner's influence on the modernist novel is an established field with clear room for further contributions. Very little of the criticism undertaken to date takes full cognizance of the philosophical content of Wagner's dramas: a revolutionary form of romanticism that calls into question the very nature of the world, its most radical component being Schopenhauer's version of transcendental idealism. The compatibility of this doctrine with Wagner's earlier work, with its already marked privileging of myth over history, enabled his later dramas, consciously influenced by Schopenhauer, to crown a body of work greater than the sum of its parts. In works by Virginia Woolf and James Joyce, the "translation" of Wagnerian ideas into novelistic form demonstrates how they might be applied in "real life". In Mrs Dalloway, the figure of Septimus can be read as partly modelled on Wagner's heroes Siegfried and Tristan, two outstanding examples of the opposing heroic types found throughout his oeuvre, whose contrasting attributes are fused in Septimus's bipolar personality. The Wagnerian pattern also throws light on Septimus's transcendental "relationship" with a woman he does not even know, and on the implied noumenal identity of seemingly isolated individuals. In The Waves, the allusions to both Parsifal and the Ring need to be reconsidered in light of the fact that these works' heroes are all but identical (a fact overlooked in previous criticism); as Wagner's solar hero par excellence, Siegfried is central to the novel's cyclical symbolism. The Waves also revisits the question of identity but in a more cosmic context – the metaphysical unity of everything. In Finnegans Wake, the symbolism of the cosmic cycle is again related to the Ring, as are Wagner's two heroic types to the Shem / Shaun opposition (the Joyce / Woolf parallels here have also been overlooked in criticism to date). All three texts reveal a fascination with the two contrasting faces of a Wagnerian hero who embodies the dual nature of reality, mirroring in himself the eternal rise and fall of world history and, beyond them, the timeless stasis of myth.
- Full Text:
- Date Issued: 2009
- Authors: McGregor, Jamie Alexander
- Date: 2009
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/77069 , vital:30662
- Description: The study of Wagner's influence on the modernist novel is an established field with clear room for further contributions. Very little of the criticism undertaken to date takes full cognizance of the philosophical content of Wagner's dramas: a revolutionary form of romanticism that calls into question the very nature of the world, its most radical component being Schopenhauer's version of transcendental idealism. The compatibility of this doctrine with Wagner's earlier work, with its already marked privileging of myth over history, enabled his later dramas, consciously influenced by Schopenhauer, to crown a body of work greater than the sum of its parts. In works by Virginia Woolf and James Joyce, the "translation" of Wagnerian ideas into novelistic form demonstrates how they might be applied in "real life". In Mrs Dalloway, the figure of Septimus can be read as partly modelled on Wagner's heroes Siegfried and Tristan, two outstanding examples of the opposing heroic types found throughout his oeuvre, whose contrasting attributes are fused in Septimus's bipolar personality. The Wagnerian pattern also throws light on Septimus's transcendental "relationship" with a woman he does not even know, and on the implied noumenal identity of seemingly isolated individuals. In The Waves, the allusions to both Parsifal and the Ring need to be reconsidered in light of the fact that these works' heroes are all but identical (a fact overlooked in previous criticism); as Wagner's solar hero par excellence, Siegfried is central to the novel's cyclical symbolism. The Waves also revisits the question of identity but in a more cosmic context – the metaphysical unity of everything. In Finnegans Wake, the symbolism of the cosmic cycle is again related to the Ring, as are Wagner's two heroic types to the Shem / Shaun opposition (the Joyce / Woolf parallels here have also been overlooked in criticism to date). All three texts reveal a fascination with the two contrasting faces of a Wagnerian hero who embodies the dual nature of reality, mirroring in himself the eternal rise and fall of world history and, beyond them, the timeless stasis of myth.
- Full Text:
- Date Issued: 2009
Nathaniel Merriman’s lecture: “Shakspeare, as Bearing on English History”
- Authors: Wright, Laurence
- Date: 2009
- Language: English
- Type: text , article
- Identifier: vital:7060 , http://hdl.handle.net/10962/d1007424 , http://hdl.handle.net/10520/EJC48132
- Description: preprint , “Shakspeare, as Bearing on English History” is the second of two lectures on Shakespeare given by Archdeacon Nathaniel Merriman in Grahamstown in 1857. The first was delivered in the Court House on the 2nd September 1857, and the second two months later, on Friday 6th November that same year, again in the Court House. The lecture was published in 1858. An article placing the lectures in their local context appeared in Shakespeare in Southern Africa 20 (2008): 25-37, accompanying an annotated edition of the first lecture, “On the Study of Shakspeare”. Readers desiring details of the editorial principles adopted in producing annotated editions of the two lectures are referred to the introductory material prefacing the first lecture.
- Full Text:
- Date Issued: 2009
- Authors: Wright, Laurence
- Date: 2009
- Language: English
- Type: text , article
- Identifier: vital:7060 , http://hdl.handle.net/10962/d1007424 , http://hdl.handle.net/10520/EJC48132
- Description: preprint , “Shakspeare, as Bearing on English History” is the second of two lectures on Shakespeare given by Archdeacon Nathaniel Merriman in Grahamstown in 1857. The first was delivered in the Court House on the 2nd September 1857, and the second two months later, on Friday 6th November that same year, again in the Court House. The lecture was published in 1858. An article placing the lectures in their local context appeared in Shakespeare in Southern Africa 20 (2008): 25-37, accompanying an annotated edition of the first lecture, “On the Study of Shakspeare”. Readers desiring details of the editorial principles adopted in producing annotated editions of the two lectures are referred to the introductory material prefacing the first lecture.
- Full Text:
- Date Issued: 2009
The ambivalent engagement with Christianity in the writing of nineteenth- and early twentieth-century Africans in the Eastern Cape
- Authors: Nxasana, Thulani Litha
- Date: 2009
- Subjects: Authors, African -- South Africa -- Eastern Cape Authors, South African -- 19th century -- Criticism and interpretation Authors, South African -- 20th century -- Criticism and interpretation Soga, Tiyo, 1829-1871 -- Criticism and interpretation Mqhayi, S. E. K. -- Criticism and interpretation Mgqwetho, Nontsizi -- Criticism and interpretation South African literature -- 19th century -- History and criticism South African literature -- 20th century -- History and criticism Christianity and literature Ambivalence in literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2195 , http://hdl.handle.net/10962/d1002237
- Description: Until recently much of the literature recording the nineteenth and early twentieth centuries in the Eastern Cape focused purely on frontier conflict and missionary activity, ignoring the evolving culture of the colonized people. But as Somande Fikeni declares, “[i]t is important when celebrating the country’s heritage to look beyond battle sites, monuments and wars and to pay attention to South Africa’s intellectuals and knowledge producers” (quoted in Hollands 4). This is indeed the central purpose of my research. This thesis seeks to examine the influence of Christianity on early South African writing by Africans and the ambivalence with which Christianity is often treated in their work. In South Africa, as elsewhere in Africa, Christianity played a central role in the development of African literature through the influence of mission schools and printing presses. Thus from the outset the development of written literature was inseparable from the spread of Christianity. Nineteenth- and early twentieth-century writing by Africans reflects this: Christian idioms, biblical stories and images colour their work and yet are not employed unthinkingly. Each of the writers whom I will explore has a complex and at times ambivalent relationship with Christianity, and they use religious discourse for a variety of ends, some of them clearly at odds with their origins in the “civilizing mission” of Europe. According to Yunus Momoniat, “Their works . . . are the beginnings of an engagement not only with the world of words on a page, but also with the politics of literacy itself” (1). The subject of this research is three Xhosa writers from the Eastern Cape: the Reverend Tiyo Soga (1829-1871), the renowned novelist and “National Poet” S. E. K. Mqhayi (1875-1945), and the little-known poet Nontsizi Mgqwetho (Dates uknown, writings 1920-1929), who is described by Mbeki as “the most prolific woman Xhosa poet of the twentieth century” (6). The reason for focusing on the Eastern Cape is because the Xhosa “were the first Bantu people to be exposed to Christian proselytising and to receive a literate education” (Gerard 24). As a result much of the early literature in isiXhosa consisted of translations of the Bible and other Christian tracts, and such “improving” texts as Pilgrim’s Progress. In other words, it is in this work that the first roots of the influence of Christianity in southern Africa can be traced.
- Full Text:
- Date Issued: 2009
- Authors: Nxasana, Thulani Litha
- Date: 2009
- Subjects: Authors, African -- South Africa -- Eastern Cape Authors, South African -- 19th century -- Criticism and interpretation Authors, South African -- 20th century -- Criticism and interpretation Soga, Tiyo, 1829-1871 -- Criticism and interpretation Mqhayi, S. E. K. -- Criticism and interpretation Mgqwetho, Nontsizi -- Criticism and interpretation South African literature -- 19th century -- History and criticism South African literature -- 20th century -- History and criticism Christianity and literature Ambivalence in literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2195 , http://hdl.handle.net/10962/d1002237
- Description: Until recently much of the literature recording the nineteenth and early twentieth centuries in the Eastern Cape focused purely on frontier conflict and missionary activity, ignoring the evolving culture of the colonized people. But as Somande Fikeni declares, “[i]t is important when celebrating the country’s heritage to look beyond battle sites, monuments and wars and to pay attention to South Africa’s intellectuals and knowledge producers” (quoted in Hollands 4). This is indeed the central purpose of my research. This thesis seeks to examine the influence of Christianity on early South African writing by Africans and the ambivalence with which Christianity is often treated in their work. In South Africa, as elsewhere in Africa, Christianity played a central role in the development of African literature through the influence of mission schools and printing presses. Thus from the outset the development of written literature was inseparable from the spread of Christianity. Nineteenth- and early twentieth-century writing by Africans reflects this: Christian idioms, biblical stories and images colour their work and yet are not employed unthinkingly. Each of the writers whom I will explore has a complex and at times ambivalent relationship with Christianity, and they use religious discourse for a variety of ends, some of them clearly at odds with their origins in the “civilizing mission” of Europe. According to Yunus Momoniat, “Their works . . . are the beginnings of an engagement not only with the world of words on a page, but also with the politics of literacy itself” (1). The subject of this research is three Xhosa writers from the Eastern Cape: the Reverend Tiyo Soga (1829-1871), the renowned novelist and “National Poet” S. E. K. Mqhayi (1875-1945), and the little-known poet Nontsizi Mgqwetho (Dates uknown, writings 1920-1929), who is described by Mbeki as “the most prolific woman Xhosa poet of the twentieth century” (6). The reason for focusing on the Eastern Cape is because the Xhosa “were the first Bantu people to be exposed to Christian proselytising and to receive a literate education” (Gerard 24). As a result much of the early literature in isiXhosa consisted of translations of the Bible and other Christian tracts, and such “improving” texts as Pilgrim’s Progress. In other words, it is in this work that the first roots of the influence of Christianity in southern Africa can be traced.
- Full Text:
- Date Issued: 2009
The effect of a scientific literacy strategy on grade 6 and 7 learner's general literacy skills
- Authors: Mayaba, Nokhanyo Nomakhwezi
- Date: 2009
- Subjects: Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9519 , http://hdl.handle.net/10948/1012 , Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
- Description: In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classroom observations. The sample comprised of seven grades six and seven (multigrade classrooms) classes in seven primary schools situated in the rural areas near Hogsback in the Eastern Cape (five experimental schools and two control schools). Mean differences between the experimental and control groups for the reading, listening, writing and speaking aspects of the literacy tests were computed and the data generated were treated statistically using Analysis of Variance. The qualitative data were used to gain deeper insights into the quantitative results. The data suggest that the science literacy strategy statistically significantly improved the learners reading skills in English, their listening skills in both English and isiXhosa, and their writing skills in isiXhosa over a six-month period. Possible explanations for these results are that the reading material was in English only, extensive use of code-switching from English to Xhosa was made by the teachers while teaching, and that learner classroom discussion and writing in isiXhosa was encouraged.
- Full Text:
- Date Issued: 2009
- Authors: Mayaba, Nokhanyo Nomakhwezi
- Date: 2009
- Subjects: Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9519 , http://hdl.handle.net/10948/1012 , Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
- Description: In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classroom observations. The sample comprised of seven grades six and seven (multigrade classrooms) classes in seven primary schools situated in the rural areas near Hogsback in the Eastern Cape (five experimental schools and two control schools). Mean differences between the experimental and control groups for the reading, listening, writing and speaking aspects of the literacy tests were computed and the data generated were treated statistically using Analysis of Variance. The qualitative data were used to gain deeper insights into the quantitative results. The data suggest that the science literacy strategy statistically significantly improved the learners reading skills in English, their listening skills in both English and isiXhosa, and their writing skills in isiXhosa over a six-month period. Possible explanations for these results are that the reading material was in English only, extensive use of code-switching from English to Xhosa was made by the teachers while teaching, and that learner classroom discussion and writing in isiXhosa was encouraged.
- Full Text:
- Date Issued: 2009
The idea of the university in South Africa today
- Authors: Pillay, Krishnavani
- Date: 2009
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9527 , http://hdl.handle.net/10948/901 , Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
- Description: This thesis aims to examine the concept of the university in contemporary South Africa. The aim of this thesis evolves from the question, what is the idea of the university in contemporary South Africa? This question evolves from my current experiences as an academic in a contemporary South African university. My colleagues and I are faced with many epistemological challenges on a daily basis as we try to teach our students, by providing them with both access to higher education as well as epistemological access, as we try and transform our curricula from an Apartheid determined one, to one that is more congruent with the values of our new dispensation, and which at the same time will contribute to the coherent development of both our universities and our country. Central to these issues and practices is a particular understanding of a university in our context. This priority is very challenging in a context such as ours which has a rich history of a politically determined, highly differentiated university sector. A direct consequence of this legacy is an unclear and shared understanding of a university in our country at present. What is currently required in our university and broader context is more determined thinking about a concept of the university in this country. In order to examine the concept of a university in contemporary South Africa, I engaged in a conceptual analysis. In so doing I divided my thesis into two parts, on the basis of the two conceptual analysis techniques which I used. In Part one I constructed a Model Example, and in the second part I applied this Model Example (scope of application) to different contexts. My Model example of a concept of a university is predicated on a Theory of concepts; a Theory of institutions, a Theory of practices, a theory of Inquiry and a Theory of Higher Education. I then examine the concept of a university in South Africa, by focusing on an examination of the concept of a university in different chronological and geographical contexts. In this part of my thesis I engage in examining the scope of applicability of a particular concept of a university. I examine the concept of a university firstly at a more historical level, by going back to Cardinal Newman, Von Humboldt and Jaspers. This examination is important to the contemporary concept of the university in South Africa, as our current concept of a university still attempts to hold onto the components that characterised the concept of the university that these historical figures were instrumental in developing. I then go on to examine a concept of a university in Germany and America, as contemporary South Africa has extended its borders to become part of a more globally competitive context. In so doing the concept of the university in contemporary South Africa is also at the same time, influenced by the kinds of developments in such countries. I then go on to examine a concept of a university during Apartheid South Africa, to provide a context for current change initiatives in this sector. The last two chapters focus on the post Apartheid university context. On the basis of two seminal higher education policy documents, I extrapolate a concept of a university in the contemporary South African policy context. I then go on to examine how this concept of a university is impacting on current transformatory initiatives in contemporary universities. In attempting to examine an idea of a university in a contemporary South African context, I had to grapple with an array of issues. But the most fundamental challenge for me was trying to clarify an essentially contentious concept. What emerges continuously from an examination of a concept of a university is the tension that has existed and which continues to exist, between the social responsibilities of a public institution such as a university; and its traditionally established epistemological functions. Most conflicts and disillusionment regarding this concept and its use, is predicated on the challenge of trying to establish how a university can be both relevant and valuable to society and still maintain its epistemic authority and value. The South African context further complicates this dilemma, because central to our transformatory goals is a particular world view that we as South Africans regard as valuable. Such a world view is based on the social epistemology and ontology of Ubuntu. This world view comes up constantly in policy documents and discourses that underpin the university terrain. I set out to examine the idea of the university in contemporary South Africa within the parameters of such a context and world view. It is against such a backdrop that I construct a Model Example of a concept of a university. My model example acknowledges both the socio-political functions and identity of a university; as well as its constitutive epistemological functions and identity. Central to such an understanding is the imperative to maintain a dialogical balance between these two important functions. Although this thesis goes into deep epistemological regions, it just skims the surface of such an exciting epistemological terrain. What it does do however, is open up an alternate perspective on how to try and understand a concept of a university and extend its scope of applicability in a variety of ways.
- Full Text:
- Date Issued: 2009
- Authors: Pillay, Krishnavani
- Date: 2009
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9527 , http://hdl.handle.net/10948/901 , Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
- Description: This thesis aims to examine the concept of the university in contemporary South Africa. The aim of this thesis evolves from the question, what is the idea of the university in contemporary South Africa? This question evolves from my current experiences as an academic in a contemporary South African university. My colleagues and I are faced with many epistemological challenges on a daily basis as we try to teach our students, by providing them with both access to higher education as well as epistemological access, as we try and transform our curricula from an Apartheid determined one, to one that is more congruent with the values of our new dispensation, and which at the same time will contribute to the coherent development of both our universities and our country. Central to these issues and practices is a particular understanding of a university in our context. This priority is very challenging in a context such as ours which has a rich history of a politically determined, highly differentiated university sector. A direct consequence of this legacy is an unclear and shared understanding of a university in our country at present. What is currently required in our university and broader context is more determined thinking about a concept of the university in this country. In order to examine the concept of a university in contemporary South Africa, I engaged in a conceptual analysis. In so doing I divided my thesis into two parts, on the basis of the two conceptual analysis techniques which I used. In Part one I constructed a Model Example, and in the second part I applied this Model Example (scope of application) to different contexts. My Model example of a concept of a university is predicated on a Theory of concepts; a Theory of institutions, a Theory of practices, a theory of Inquiry and a Theory of Higher Education. I then examine the concept of a university in South Africa, by focusing on an examination of the concept of a university in different chronological and geographical contexts. In this part of my thesis I engage in examining the scope of applicability of a particular concept of a university. I examine the concept of a university firstly at a more historical level, by going back to Cardinal Newman, Von Humboldt and Jaspers. This examination is important to the contemporary concept of the university in South Africa, as our current concept of a university still attempts to hold onto the components that characterised the concept of the university that these historical figures were instrumental in developing. I then go on to examine a concept of a university in Germany and America, as contemporary South Africa has extended its borders to become part of a more globally competitive context. In so doing the concept of the university in contemporary South Africa is also at the same time, influenced by the kinds of developments in such countries. I then go on to examine a concept of a university during Apartheid South Africa, to provide a context for current change initiatives in this sector. The last two chapters focus on the post Apartheid university context. On the basis of two seminal higher education policy documents, I extrapolate a concept of a university in the contemporary South African policy context. I then go on to examine how this concept of a university is impacting on current transformatory initiatives in contemporary universities. In attempting to examine an idea of a university in a contemporary South African context, I had to grapple with an array of issues. But the most fundamental challenge for me was trying to clarify an essentially contentious concept. What emerges continuously from an examination of a concept of a university is the tension that has existed and which continues to exist, between the social responsibilities of a public institution such as a university; and its traditionally established epistemological functions. Most conflicts and disillusionment regarding this concept and its use, is predicated on the challenge of trying to establish how a university can be both relevant and valuable to society and still maintain its epistemic authority and value. The South African context further complicates this dilemma, because central to our transformatory goals is a particular world view that we as South Africans regard as valuable. Such a world view is based on the social epistemology and ontology of Ubuntu. This world view comes up constantly in policy documents and discourses that underpin the university terrain. I set out to examine the idea of the university in contemporary South Africa within the parameters of such a context and world view. It is against such a backdrop that I construct a Model Example of a concept of a university. My model example acknowledges both the socio-political functions and identity of a university; as well as its constitutive epistemological functions and identity. Central to such an understanding is the imperative to maintain a dialogical balance between these two important functions. Although this thesis goes into deep epistemological regions, it just skims the surface of such an exciting epistemological terrain. What it does do however, is open up an alternate perspective on how to try and understand a concept of a university and extend its scope of applicability in a variety of ways.
- Full Text:
- Date Issued: 2009
The role of school management teams in the implementation and maintenance of inclusive education
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
The silencing of race at Rhodes: ritual and anti-politics on a post-apartheid campus
- Authors: Goga, Safiyya
- Date: 2009
- Subjects: Democracy -- South Africa Racism -- South Africa Post-apartheid era -- South Africa College students -- South Africa -- Political activity South Africa -- Politics and government -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2778 , http://hdl.handle.net/10962/d1002988
- Description: Almost fifteen years after democracy, issues of 'race' still hold daily South African life firmly in its grip. Following calls from foremost South African theorists on 'race', such as Sarah Nuttall, this thesis moves beyond a study of crude 'racism', to the more complex consideration of 'race' as an embedded ideological social formation within the spatial context of Rhodes University. Using analytical concepts such as 'silencing' and 'ritual' the thesis weaves an understanding (1) of how particular powerful representations of institutional history are produced and made dominant, and (2) how seemingly innocuous performances of institutional identity are key to reproducing 'racial' dominance within Rhodes' student life. This ultimately manifests in the production of a deeply 'racialized' commonsensical understanding of the 'most' legitimate and authentic representation and ownership of institutional space. The thesis delves into dominant representations of Rhodes University'S history, considering how these help produce and reproduce 'racial' dominance through, for instance, the production of defining apolitical narratives of 'excellence'. Central to the dominant apolitical institutional history is the production of silences about the past. History, I argue, is less compelling in any revelation of 'what happened' than in illustrating the production of silences used to enable the appropriation of a particular history as the sole relevant history. The 'inheritors of the past', those who are able to lay authoritative and representative claim to it, it is argued, ultimately claim ownership over institutional space. I argue too, that the dominant practices and performances of daily institutional life (re)produce the institutional space as a space of 'racial' dominance. Ritualized performance of the dominant institutional identity produces ownership of institutional space through making some articulations of 'Rhodes identity' more acceptable, legitimate and authentic than others. The dominance of 'drinking culture' in Rhodes student life produces a particular 'racialized' institutional identity as most legitimate. 'Racial' dominance is instituted, consecrated and reproduced through the ritualistic performance of 'drinking culture', which ultimately produces a superior claim of ownership over the institutional space through the reiteration of racial domination that these performances of institutional identity powerfully symbolize.
- Full Text:
- Date Issued: 2009
- Authors: Goga, Safiyya
- Date: 2009
- Subjects: Democracy -- South Africa Racism -- South Africa Post-apartheid era -- South Africa College students -- South Africa -- Political activity South Africa -- Politics and government -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2778 , http://hdl.handle.net/10962/d1002988
- Description: Almost fifteen years after democracy, issues of 'race' still hold daily South African life firmly in its grip. Following calls from foremost South African theorists on 'race', such as Sarah Nuttall, this thesis moves beyond a study of crude 'racism', to the more complex consideration of 'race' as an embedded ideological social formation within the spatial context of Rhodes University. Using analytical concepts such as 'silencing' and 'ritual' the thesis weaves an understanding (1) of how particular powerful representations of institutional history are produced and made dominant, and (2) how seemingly innocuous performances of institutional identity are key to reproducing 'racial' dominance within Rhodes' student life. This ultimately manifests in the production of a deeply 'racialized' commonsensical understanding of the 'most' legitimate and authentic representation and ownership of institutional space. The thesis delves into dominant representations of Rhodes University'S history, considering how these help produce and reproduce 'racial' dominance through, for instance, the production of defining apolitical narratives of 'excellence'. Central to the dominant apolitical institutional history is the production of silences about the past. History, I argue, is less compelling in any revelation of 'what happened' than in illustrating the production of silences used to enable the appropriation of a particular history as the sole relevant history. The 'inheritors of the past', those who are able to lay authoritative and representative claim to it, it is argued, ultimately claim ownership over institutional space. I argue too, that the dominant practices and performances of daily institutional life (re)produce the institutional space as a space of 'racial' dominance. Ritualized performance of the dominant institutional identity produces ownership of institutional space through making some articulations of 'Rhodes identity' more acceptable, legitimate and authentic than others. The dominance of 'drinking culture' in Rhodes student life produces a particular 'racialized' institutional identity as most legitimate. 'Racial' dominance is instituted, consecrated and reproduced through the ritualistic performance of 'drinking culture', which ultimately produces a superior claim of ownership over the institutional space through the reiteration of racial domination that these performances of institutional identity powerfully symbolize.
- Full Text:
- Date Issued: 2009
Using a transdisciplinary framework to examine mathematics classroom talk taking place in and through a second language
- Graven, Mellony, Robertson, Sally-Ann
- Authors: Graven, Mellony , Robertson, Sally-Ann
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69838 , vital:29586 , https://DOI: 10.1007/s11858-018-0952-2
- Description: This paper proposes a transdisciplinary framework to allow for a multifocal exploration of classroom talk practices. It draws on data from a broader study of talk in South African Grade 4 mathematics classrooms where the language of teaching and learning (English) was the home language for neither the teachers nor their students. Lesson transcript data from one teacher’s lessons on fractions are used to demonstrate how working with three strands of conceptual insight from the disciplines of psychology, sociology and linguistics conduces to a potentially richer understanding of a teacher’s use of classroom talk in mediating her students’ mathematical understanding. By drawing on elements of Vygotsky’s sociocultural psychology, we make visible in the lesson data the ways in which this teacher used the ‘everyday’ in trying to navigate her students’ towards more ‘scientific’ conceptualizations of unit fractions. By then taking up aspects of Bernstein’s sociological work, we articulate, and make visible, how societal circumstances impinge on students’ access to exploratory mathematical discourse needed for epistemological access to abstract and generalized mathematical concepts. Finally, through Halliday’s work on the power of particular linguistic registers for meaning-making, we highlight challenges in learning mathematics in and through a second language and reveal the constraints placed on students’ opportunity to maximally exploit the distinct forms of meaning contained within the mathematics register.
- Full Text:
- Date Issued: 2009
- Authors: Graven, Mellony , Robertson, Sally-Ann
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69838 , vital:29586 , https://DOI: 10.1007/s11858-018-0952-2
- Description: This paper proposes a transdisciplinary framework to allow for a multifocal exploration of classroom talk practices. It draws on data from a broader study of talk in South African Grade 4 mathematics classrooms where the language of teaching and learning (English) was the home language for neither the teachers nor their students. Lesson transcript data from one teacher’s lessons on fractions are used to demonstrate how working with three strands of conceptual insight from the disciplines of psychology, sociology and linguistics conduces to a potentially richer understanding of a teacher’s use of classroom talk in mediating her students’ mathematical understanding. By drawing on elements of Vygotsky’s sociocultural psychology, we make visible in the lesson data the ways in which this teacher used the ‘everyday’ in trying to navigate her students’ towards more ‘scientific’ conceptualizations of unit fractions. By then taking up aspects of Bernstein’s sociological work, we articulate, and make visible, how societal circumstances impinge on students’ access to exploratory mathematical discourse needed for epistemological access to abstract and generalized mathematical concepts. Finally, through Halliday’s work on the power of particular linguistic registers for meaning-making, we highlight challenges in learning mathematics in and through a second language and reveal the constraints placed on students’ opportunity to maximally exploit the distinct forms of meaning contained within the mathematics register.
- Full Text:
- Date Issued: 2009
Using the van Hiele theory to analyse geometrical conceptualisation in grade 12 students: a Namibian perspective
- Authors: Mateya, Muhongo
- Date: 2009
- Subjects: Hiele, Pierre M. van Hiele-Geldof, Dina van Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1820 , http://hdl.handle.net/10962/d1003706
- Description: The study reported here utilised a theory of levels of geometric thinking. This theory was proposed and developed by two Dutch mathematics educators, Pierre van Hiele and his wife, Dina van Hiele-Geldof. The van Hiele theory enables investigations into why many students experience difficulties in learning geometry. In many nations, such as the UK, the USA, Netherlands, the USSR and to a certain extent, Nigeria and South Africa, research evidence has indicated that the overall students’ mathematical competencies are linked to their geometric thinking levels. This study is the first of its kind to apply the van Hiele theory of geometric thinking in the Namibian context to analyse geometrical conceptualisation in Grade 12 mathematics students. In all, 50 Grade 12 students (20 from School A and 30 from School B) were involved in this study. These students wrote a van Hiele Geometry Test adapted from the Cognitive Development and Achievement in Secondary School Geometry test items. Thereafter, a clinical interview with the aid of manipulatives was conducted. The results from this study indicated that many of the School A and School B students who participated in the research have a weak conceptual understanding of geometric concepts: 35% of the School A and 40% of the School B subsamples were at the prerecognition level. 25% and 30% of the School A, and 20% and 23.3% of the School B students were at van Hiele levels 1 and 2 respectively. An equal number of students but different in percentages, 2 (10%) in School A and 2 (6.7%) in School B, were at van Hiele level 3. Only one student from School B attained van Hiele level 4. These results were found to be consistent with those of previous similar studies in UK, USA, Nigeria and South Africa. The findings of this study also highlight issues of how the Namibian Grade 12 geometry syllabus should be aligned with the van Hiele levels of geometric thinking as well as the use of appropriate and correct language in geometrical thinking and problem solving.
- Full Text:
- Date Issued: 2009
- Authors: Mateya, Muhongo
- Date: 2009
- Subjects: Hiele, Pierre M. van Hiele-Geldof, Dina van Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1820 , http://hdl.handle.net/10962/d1003706
- Description: The study reported here utilised a theory of levels of geometric thinking. This theory was proposed and developed by two Dutch mathematics educators, Pierre van Hiele and his wife, Dina van Hiele-Geldof. The van Hiele theory enables investigations into why many students experience difficulties in learning geometry. In many nations, such as the UK, the USA, Netherlands, the USSR and to a certain extent, Nigeria and South Africa, research evidence has indicated that the overall students’ mathematical competencies are linked to their geometric thinking levels. This study is the first of its kind to apply the van Hiele theory of geometric thinking in the Namibian context to analyse geometrical conceptualisation in Grade 12 mathematics students. In all, 50 Grade 12 students (20 from School A and 30 from School B) were involved in this study. These students wrote a van Hiele Geometry Test adapted from the Cognitive Development and Achievement in Secondary School Geometry test items. Thereafter, a clinical interview with the aid of manipulatives was conducted. The results from this study indicated that many of the School A and School B students who participated in the research have a weak conceptual understanding of geometric concepts: 35% of the School A and 40% of the School B subsamples were at the prerecognition level. 25% and 30% of the School A, and 20% and 23.3% of the School B students were at van Hiele levels 1 and 2 respectively. An equal number of students but different in percentages, 2 (10%) in School A and 2 (6.7%) in School B, were at van Hiele level 3. Only one student from School B attained van Hiele level 4. These results were found to be consistent with those of previous similar studies in UK, USA, Nigeria and South Africa. The findings of this study also highlight issues of how the Namibian Grade 12 geometry syllabus should be aligned with the van Hiele levels of geometric thinking as well as the use of appropriate and correct language in geometrical thinking and problem solving.
- Full Text:
- Date Issued: 2009
Vocational language learning and how it relates to language policy issues
- Authors: Maseko, Pamela
- Date: 2009
- Subjects: Language policy -- South Africa Language and education -- South Africa Language and languages -- Study and teaching (Higher) -- South Africa Multilingualism -- South Africa Education, Higher -- South Africa Vocational education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3583 , http://hdl.handle.net/10962/d1002158
- Description: This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
- Full Text:
- Date Issued: 2009
- Authors: Maseko, Pamela
- Date: 2009
- Subjects: Language policy -- South Africa Language and education -- South Africa Language and languages -- Study and teaching (Higher) -- South Africa Multilingualism -- South Africa Education, Higher -- South Africa Vocational education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3583 , http://hdl.handle.net/10962/d1002158
- Description: This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
- Full Text:
- Date Issued: 2009