Masters Degrees (Languages & Literature)

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A literary analysis of ideophones as a stylistic technique in D.B.Z. Ntuli’s poetry.
(2021) Msomi, Emmanuel Msawenkosi.; Zulu, Nogwaja Shadrack.
This Study on ‘A Literary analysis of Ideophones as a Stylistic Technique in the poetry of D.B.Z. Ntuli’ investigated the incidence, classification, frequency, and the functions of ideophones in the poetry of D.B.Z. Ntuli. An attention was devoted on the critical analysis on his poetry with specific reference to the use of ideophones as a stylistic feature in his poetry. The researcher’s attention has been attracted by the high frequency in which ideophones are used by different Nguni poetry writers to achieve effects. It has also become abundantly clear to the researcher that ideophones are useful ingredients capable of producing impressive linguistic effects in literary works. To this end, Ngcongwane (1988:141), in The use of the Ideophone in the novels of Sibusiso Nyembezi, has the following comment to make: Zulu is reputed to use ideophones more frequently than any other African language in the whole of southern Africa. There are some languages in central Africa that eclipse it in the use of ideophones. Ntuli has used the ideophones in different parts of the verse lines. Sometimes they appear as independent verses. This study has attempted to suggest how this arrangement of ideophones has impacted on the delivery of meaning in Ntuli’s poetry. Ideophones have also been classified into meaningful categories and how each type of ideophone describes the intended acttions to the readers. Finally, the functions of ideophones have been highlighted, focussing on how Ntuli has has manipulated them to add colour and taste to his literary works.
Indlelakubuka yabafundi nabazali ngokufundwa nokufundiswa kohlelo lolimi lokuqala lokwengeza lwesiZulu esikoleni esixube izinhlanga e-Vryheid.
(2021) Mhlungu, Siphosenkosi Zeblon.; Dlamini, Phindile Dorothy.; Ngcobo, Tholakele Ruth.
IsiZulu singezinye zezilimi ezihamba phambili esifundazweni saKwaZulu- Natali. UHulumeni wahlaba ikhwelo lokuthi zonke izikole ezaziwa ngama x- Model C zifunde izilimi zaboHlanga. Lokhu kwakuncike ekutheni yiluphi ulimi olukhulunywa kahle kakhulu esifundazweni ngasinye. NjengaKwaZulu Natali nje kukhulunywa isiZulu naseEastern Cape kukhulunywa isiXhosa. Lolu cwaningo luqhutshwe esifundeni saseZululand esikoleni esixube izinhlanga esiseVryheid. Abantwana abangamaZulu bangena ezikoleni esezaziwa njengama x- Model C ngenhloso yokuthola imfundo engcono. Ulimi lokufunda nokufundisa kulezi zikole isiNgisi. IsiNgisi siba yisibelele kusukela enkulisa kuze kube semazingeni athe thuthu. Iningi lalaba bafundi liqhamuka edolobheni eVryheid nasemalokishini akhele leli dolobha. Iningi lalaba bafundi laqala imfundo yalo yamabanga aphansi ezikoleni zabamhlophe ezikhuluma ulimi lwesiNgisi nesiBhunu. Abanye babantwana abangamaZulu kulesi sikole bakhule bejwayele ukukhuluma ulimi lwesiNgisi nesiBhunu. Ucwaningo beluhlose ukubheka indlelakubuka yabafundi nabazali ngokufundwa nokufundiswa kohlelo lolimi Lokuqala Lokwengeza lwesiZulu esikoleni esixube izinhlanga esiseVryheid. Lolu cwaningo lusebenzise indlela exubile yekhwalithethivu kanye nekhwantithethivu, ngoba izimpendulo ziphinde zahunyushwa ngezinombolo ukuqoqa ulwazi. Lolu cwaningo lusebenzise ipharadayimu yekhrithikhali. Lolu cwaningo lusebenzise insizakuhlaziya yeHegemony kaGramsci, 1971. Ulwazi locwaningo luqoqwe lwahlaziywa ngokwezindikimba ezivezwe ngezihlokwana. Ukuqoqwa kwalo kuhlanganisa imibuzo esakuhleleka, izingxoxo ezisakuhleleka, ukuqoqa ulwazi ngokubukela kanye nokuhluzwa kwamadokhumenti. Bonke ababambiqhaza bavela esikoleni esixube izinhlanga esisesifundeni saseZululand eVryheid. Ucwaningo luveza ukuthi abafundi besiZulu ulimi Lokuqala Lokwengeza babhekene nezinselelo eziningi ezahlukene. Ukwentuleka kwesisekelo solwazi lwesiZulu njengesifundo, ukwakhelwa umkhanya kwesiZulu kanye nokungakhulunywa kwesiZulu esicwengekile emakhaya nasesikoleni.Ucwaningo luveze izimpendulo ezingezinhle ngendlela abafundi abasibuka ngayo isiZulu. Ucwaningo luveze ukuthi abazali bancamela isiNgisi kunesiZulu. Ucwaningo luveze izindlela ezahlukene zokuqhakambisa isiNgisi ngaphezu kwesiZulu. Nakuba kunjalo ucwaningo lunikeze umhlahlandlela nezincomo ezizokwazi ukuhlangabezana nezingqinamba ezivezwe ababambiqhaza. Amagama amqoka: IsiZulu ulimi Lokuqala Lokwengeza, Abazali, Abafundi, Indlelakubuka.
Ukuhlaziya amasu okuxoxa indaba emculweni kaVusi Ximba = An analysis of storytelling techniques in Vusi Ximba’s Music.
(2021) Ximba, Nonjabulo Princess.; Hlongwa, Nobuhle Purity.
ENGLISH ABSTRACT: “AN ANALYSIS OF STORTELLING TECHNIQUES IN VUSI XIMBA’S MUSIC.” This research looks at Vusi Ximba's storytelling techniques in his music. This is done because it is believed that Ximba is one of the arts' innovators who has demonstrated immense talent in music by employing a variety of techniques to present his work to the public. The purpose of this research is to look at the artist's storytelling techniques, as well as to examine the themes that Ximba uses in telling stories and, finally, to analyze the use of language in Ximba's music. The qualitative research method is used to collect data for this study, and it is used to learn more about the research's reasons, ideas, and motives (Tesch, 2013) and then to look under the analytical method using the criterion. The interpretive paradigm is used to analyse information that had been collected. All Ximba's songs that have storytelling elements in them have been collected and are being listened to and recorded for easy access to information. Several publications have been read to support the study's findings. Narratology and structuralism are the theories employed in this study. Because this research focuses on storytelling techniques, these are the theories that are relevant to it. The findings of this study show that, while Ximba did not receive the same acclaim as other artists and his music, there is something to be learned from his work and a notable talent. IQOQA LOCWANINGO: “UKUHLAZIYA AMASU OKUXOXA INDABA EMCULWENI KAVUSI XIMBA.” Lolu cwaningo lubheka amasu okuxoxa indaba asetshenziswa uVusi Ximba emculweni wakhe. Lokhu kwenziwe ngoba kunenkolelo yokuthi uXimba ungomunye wezingqalabutho ebucikweni oveze ikhono elikhulu emculweni esebenzisa amasu ahlukene ekuthuleni umsebenzi wakhe kubantu. Izinjongo zalolu cwaningo yilezi, ukubheka amasu okuxoxa indaba, kwalandelwa ukuhlola izindikimba ezisetshenziswa uXimba ekuxoxeni izindaba kanye nokuhlaziya ukusetshenziswa kolimi emculweni kaXimba. Lolu cwaningo lusebenzise indlela yekhwalithethivu ukuqoqa ulwazi ngoba isetshenziswa ukwazi kabanzi izizathu, imibono nezisusa zocwaningo (Tesch, 2013) lwayobheka ngaphansi kwendlela yokuhlaziya kusetshenziswa inaretholoji. Kwaphindwa kwasetshenziswa ipharadayimu ehumushayo ukuhlaziya ulwazi oseluqoqiwe. Kuqoqwe amaculo kaXimba wonke okubonakale enezimpawu zokuxoxa indaba kuwona, abe eselalelwa, abe esebhalwa phansi ukuze ezoba ulwazi olutholakala kalula. Kufundwe izincwadi ezahlukene ukuze kusekelwe konke esikuthola ngalolu cwaningo. Izinjulalwazi ezisetshenziswe kube yileyo elandayo noma yenaretholoji “narratology” kanye nenjulalwazi yesakhiwo “structuralism”. Lezi izinjulalwazi ezilufanele lolu cwaningo ngoba ucwaningo olubheka ukuxoxwa kwezindaba kanye namasu asetshenziselwa lokho. Imiphumela yalolu cwaningo iyasivezela ukuthi nakuba uXimba engatholanga ukubungazwa njenga banye abaculi kanye nomculo wakhe kepha kukhona okungafundwa ngomculo wakhe nange khono lakhe.
Ukuhlaziywa kwamagama abalingiswa emibhalweni Ka-M.J. Mngadi.
(2021) Dlamini, Bongeka Fortunate.; Dlamini, Phindile Dorothy.
Amagama abalingiswa akhulisa umqondo wombhalo ngoba kuyabhekeka ukuthi ngabe abalingiswa bayawalandela yini amagama abawanikiwe noma cha. Ekuqanjweni kwamagama kuqapheleka nekhono lombhali ngeso elibanzi nelibukhali. Lolu cwaningo luhlose ukuhlaziya kabanzi amagama abalingiswa emibhalweni kaMngadi. Amagama abalingiswa ayingxenye ebalulekile emibhalweni yobuciko ngoba yiwona alekelelayo ukuthi lowo ofundayo akwazi ukuhlukanisa abalingiswa. Liyancomeka ikhono likaMngadi lokuqamba abalingiswa amagama ahambelana nezenzo zabo. Emibhalweni kaMngadi, baningi abalingiswa abanamagama amabili noma ngaphezulu. Lokho kwenza ukuthi kuvele izinhlobo ezingafani zamagama, ngokwesibonelo, umlingiswa angaba negama lesiNgisi kanye nelesiZulu. Imvamisa elesiNgisi umlingiswa ubizwa ngalo esikoleni noma emsebenzini, kanjalo namagama ezidlaliso. Kwesinye isikhathi uMngadi uqamba ngisho amagama ahambelana nesihloko sendaba, okuveza ubuchule bombhali. Njengoba imvamisa yamagama aqanjwa uMngadi eveza ukuhambisana nendlela umlingiswa asuke eziphethe ngayo noma alindeleke ukuba aziphathe ngayo, ziyavela izincazelo eziveza isimomnqondo umzali ayesuke ekuso ngenkathi eqamba ingane yakhe endabeni. Lokhu kuvezwa ngendlela yokujeqeza emuva kanye nokufunza umlingiswa amagama athize. Imibhalo kaMngadi inawo futhi amagama abikezela okuthize okuzokwenzeka endabeni. Kuyenzeka igama libikezele okuhle noma okubi. Lolu cwaningo luqhutshwe ngendlelakubuka i-inthaphrethivu, kusetshenziswa indlela yekhwalithethivu. Ulwazi luqoqwe ngokusebenzisa imibhalo kaMngadi ukubheka amagama abalingiswa ukuze ahlaziywe. Kuzobhekwa amanoveli kanye nezindaba ezimfushane ukuze kubhekwe amagama abalingiswa. Kusetshenizswe izinjulalwazi ezimbili, okuyinjulalwazi yeLitherari Onomastiki kanye neyeNcazelomagama.
Etude de trois personnages féminins réalisee á la lumière du rôle que joue la dépression dans quelques oeuvres choisies de Marguerite Duras.
(1993) Beck-Kaltenrieder, Antoinette Marguerite.
Abstract available in PDF.
Examining girlhoods in KwaZulu-Natal through “coming of age” conventions in selected Bildungsroman.
(2020) Adam, Farzanah.; Mkhize, Thulani.
Presented chiefly as an endeavour within the field of post-colonial feminist scholarship in South Africa, this study navigates the emerging terrain of girlhood studies. It explores the changes and inclusions in the novel of development, particularly the narrative arc of girl protagonists in this genre. It examines continuities and discontinuities between girlhood and womanhood through selected texts within feminist studies. This study considers how different post-apartheid home environments shape the gendered experiences of girls in just one province of South Africa. The Story of Maha by Summaya Lee (2007) is set in an affluent Muslim suburb in central Durban where an orphaned, mixed-race girl is raised. ZP Dala’s What about Meera (2015) visits the protagonist’s traumatic childhood on a sugarcane farm on the north coast of KwaZulu-Natal, as the offspring of indentured labourers. The Paper House by Dalena Theron (2015), focuses on girlhood within an Afrikaner family: a protagonist living with her homosexual father and his partner in northern KwaZulu-Natal. The primary texts show how a girlchild’s quest for identity and belonging is inextricably linked to issues arising from her home life. Drawing on the hermeneutical interpretations of the novels, the voices of South African girls are presented. Using a theoretical framework that intersects the aforementioned postcolonial literature with belonging and trauma, this study presents the complexities of belonging — exploring identity, trauma and the social concept of ordentlikheid (respectability) within South African girlhood studies. Key thinkers in the aforementioned theoretical concepts include Cathy Caruth (2016); Mary Celeste Kearney (2009); Claudia Mitchell (2016); and Christi van der Westhuizen (2018, 2019). Each of these concepts is explored independently: chapter one discusses the Bildungsroman genre and then expands on the extent family and culture play in shaping the girl child in The Story of Maha. Chapter two explains how trauma, including physical violence and internalised aggression shapes the protagonist from What about Meera. Chapter three discusses the effects of (breaking) generational prejudice and the trope of “good girlhood”, especially in the Afrikaans community under study in The Paper House. Key expansions explore how the postcolonial female Bildungsroman is an extension of the genre rather than an antithesis. The question of “good girlhood” (Van der Westhuizen 2018) and the “defamiliarisation” of trauma (de Finney et al. 2011) within the postcolonial female Bildungsroman genre contribute to scholarship on South African girlhoods within the Bildungsroman ‘novel-of-development’ genre.
Trespassing: reading three white women’s representations of identity in narratives with South African settings.
(2021) Symonds, Rosemary Ann.; Stobie, Cheryl.
The stimulus for this study is a photo exhibition Seeing White (2003) in which Michelle Booth invites white subjects to view themselves as the objectified ‘other’. Her exhibition is related to the growing field of whiteness studies which informs my reading of representations of identity in autobiographical novels by three white women writers: Small Moving Parts (2010) by Sally-Ann Murray, False River (2013) by Dominique Botha and In the Garden of the Fugitives (2018) by Ceridwen Dovey. All three novels contain South African settings. While I position Murray, Botha and Dovey as writers in a contemporary post-apartheid context, I also consider their positionality within a broader postcolonial frame, particularly Dovey, whose novel I analyse as a transnational text which is relevant to both South African and global audiences. Their precariousness within these contexts is implied in the word “Trespassing” which prefaces the title of this dissertation. My interpretation of the three postcolonial texts by Murray, Botha and Dovey engages with discourses of whiteness, feminism, autobiography and the critical approach of symptomatic and reparative analysis. All three writers present versions of pasts which are marked by racial division. In this study, Sarah Nuttall’s theory of entanglement thus provides a useful counter discourse to the metanarrative of apartheid. Murray and Botha respond to registers of reconciliation following the TRC’s call for healing, and their narratives reframe their apartheid childhood as ordinary lives. Dovey’s allegorical representation of complicity exposes issues of power and oppression which underly colonial and gender ideology. The inclusion of Dovey’s transnational novel highlights that South Africa’s literary and social landscape in not only defined by local responses, but also by British and North American publishers and readers. By engaging with notions of ‘trespassing’ in both reparative and symptomatic readings of the novels, I argue that the representation of fractured selfhood in the three autobiographical novels resists the privileging of race as the central determinant of identity.
Isizinda nendikimba yobugebengu emibhalweni engamanoveli : ‘Kuyoqhuma nhlamvana’, ‘Igazi lezibi’, ‘Ayikho impunga yehlathi nethi Inkinsela yaseMgungundlovu.
(2020) Mshengu, Zinhle Mildred.; Ngcobo, Tholakele Ruth.
Ubugebengu buyinto esihlukumezayo sonke njengomphakathi owakhele izindawo ezahlukene. Kuyenzeka busihlukumeze ngqo noma bahlukumeze labo esisondelene nabo kanti ziningi nezizathu zobugebengu. Ababhali baye bahlale imibhali eyahlukene ukufundisa kanye nokuqwashisa ngobugebengu. Lolu cwaningo luphenya ngomthelela wesizinda ebugebengwini obutholakala emanovelini anendikimba yobugebengu. Inhloso yalolu cwaningo ukuphenya kabanzi ukuthi isizinda; indawo, inkathi kanye nesimo senhlalo sinamuphi umthelela ebugebengwini obahlukene obutholakala emanovelini esiZulu amane anendikimba yobugebengu. Okunye okuhloswe yilolu cwaningo ukuhlola ukuthi ababhali bayethula kanjani indikimba yobugebegu. Lolu cwaningo luphinde luhlaziye ngokuthi yiziphi izimbangela nomphumela wobugebengu. Ucwaningo luqutshwe ngokusebenzisa indlela yokuqhuba ucwaningo ye-interpretive kanye nendlela yekhwalithethivu. Ulwazi luqoqwe emanovelini amane esiZulu anendikimba yobugebengu. Imiphumela yalolu cwaningo iveza ukuthi yinkulu indima edlalwa yisizinda ebugebengwini kodwa ngezindlela ezingafani. Lokhu kuqinisekiswe yimiphumela yokuqathaniswa kwamanoveli asetshenzisiwe kulolu cwaningo.
Black female power in Dudu Busani-Dube’s novels Hlomu-the wife, Zandile-the resolute and Naledi-his love.
(2020) Memela, Sinenhlanhla Felicia.; Mkhize, Thulani.
This dissertation examines the power of black females in Dudu Busani-Dube’s novels Hlomu-the wife, Zandile-the resolute and Naledi-his love. The study also examines Black diamond by Zakes Mda and Hunger eats a man by Nkosinathi Sithole to evaluate their representation of black female characters. South African literature has a pessimistic portrayal of black female characters, and the representation of black female characters seems to be that of victimisation in various forms. The black female body has been a symbol of victimisation in literary textual representations. The study briefly looks at the background of how black females such as Sarah Baartman were victimised, both physically and in textual representation. It then explores the activism of females in South African history. Thereafter, the themes of power, motherhood, conflict and sexual love are analysed in detail. The research highlights the power and strength that black women possess as represented in Busani-Dube’s work. Previous research studies focused on women as a homogenous group negating the cultural and racial differences of black women. Black women’s vigour and courage call for scholarship thought and consideration. The study aims to affirm black women in literature and highlight their victories. The research methodology of the study is textual analysis, and the theoretical framework is African feminism. The analysis of the study demonstrates that black women are not only victims as they are generally portrayed in literature, but they are heroines and competent women who require positive recognition in South African literature and Africa as a whole. The aim of the study is to depict that black women have positive traits worth academic engagement.
'N Teoretiese raamwerk en die toepassing van 'n kommunikatiewe benadering tot letterkunde-onderrig na aanleiding van Karel Schoeman se By fakkellig.
(1993) Du Plessis, Phillip Albert.; Van der Berg, Dietloff Zigfried.
Abstract available in PDF.
Une etude de l'évolution du concept d’ afropolitanisme dans une selection de trois romans d' Alain Mabancko.
(2019) Erasmus, Jennifer Mary.; Alant, Jacob Willem.
This dissertation provides insight into the concept of Afropolitanism by means of a detailed critical analysis of three novels from the pen of the francophone author, Alain Mabanckou, himself an Afropolitan. The three novels are African Psycho (2003), Black Bazaar (2009) and Petit Piment (2015). The date of publication of these novels, at equidistant intervals, is considered relevant, as is the fact that the three trace the geographical passage of Mabanckou’s life. It is primarily a literary analysis of the cited texts which seeks to evaluate the extent to which the construct that is Afropolitanism shows evidence of evolution within the parameters of the time frame encompassed by the novels. The protagonist of African Psycho is consumed with the hatred of the victim mentality of the post-colonial years prior to Afropolitanism, but the links with American Psycho and its lack of insistence on genealogy suggest the stirrings of the first movement of Afropolitanism as defined by Achille Mbembe. The world of Black Bazaar is the sociable, cosmopolitan life of a witty and worldly protagonist attempting to eke out an existence in Paris, whereas Petit Piment returns us to Africa, and the confusion of identity on the part of the narrator. Afropolitanism as a concept will be explored as part of a continuum of African identity perspectives, these being : Negritude, Pan Africanism, Post Colonialism, Migritude and Littérature- Monde. The dissertation relies almost exclusively on the definition of Afropolitanism as formulated by the social philosopher, Achille Mbembe. He identifies two movements of Afropolitanism, the first commencing circa 1970 and the second around the debut of the 21st Century. Throughout the dissertation the consideration of Alain Mabanckou as an Afropolitan has been identified as of vital importance, this coupled with the fact that he, himself, acknowledges the role of auto-fiction in his literary works. The world of the Afropolitan is, thus, considered to be reflected to a greater or lesser degree in his fictional writing. His choice of narrative and manner of narration, as well as depiction of his protagonists, display noteworthy differences across the three novels. This is deemed relevant to the hypothesis that the novels give an indication of an evolution within the framework of what it means to be an Afropolitan.
Wit(h)nessing trauma in Han Kang’s the white book (2016)
(2020) Judd, Ruby.; Laltha, Samiksha.
This dissertation presents a literary analysis of The White Book (2016) by the South Korean writer, Han Kang. In a series of semi-autobiographical prose passages, The White Book (2016) explores the socio-political and spiritual need to process trauma in a cross-cultural, globalised landscape. My aim is to examine how the text offers an alternative, feminine paradigm for representing, reading and bearing the burden of another’s pain. The narrative voice identifies herself as a Korean woman living in Poland. She foregrounds her role as a writer in poetically recounting and rewriting her sister’s life and death. Her metafictional thoughts are reflected through a series of short vignettes or prose passages that meditate on the colour white. Whiteness is closely aligned with the womb, feminine symbols, corporeality, transformation, spirituality, mourning rituals, and transitional and shifting landscapes. I argue that the narrator shares a common zeitgeist with the revisionist thinking of Bracha Ettinger, an Israeli artist, and academic of French psychoanalytic feminism. Going beyond the archetypes of motherhood and creativity, both artists use the pregnant-maternal body as an entry point for expanding our understanding of the aesthetic representation of trauma. For Ettinger, pregnancy forms the basis for a new connection-based, embodied mode of remembering through art she terms wit(h)nessing. Similarly, the narrator of The White Book’s (2016) concern with the colour white as a symbol of border-crossing, instability and maternity, creates a poetry that seems to mediate trauma via visceral connections. Through the lens of Ettinger’s theory, I interrogate how womb imagery and whiteness in the text—both the symbolic representation of the colour as a poetic motif as well as the vast white spaces and photographs which form part of the layout of the text—come to represent a distinctive mode of wit(h)nessing and mourning the death of another through poetry/art.
Étude comparative sur le rôle de la langue et du lieu dans les œuvres autofictionnelles de deux auteures postcoloniales, Nina Bouraoui et Marita van der Vyver.
(2018) O’Neill, Charlene.; Alant, Jacob Willem.
This dissertation compares and contrasts Nina Bouraoui and Marita van der Vyver, exploring the role of language and place in their quest for identity and a feeling of belonging. It provides three key theoretical insights into the role of language and place in their inner journeys from past (Africa) to present (France). The first is Edward Saïd’s concept of Orientalism and the claim that the North considers the people of the South to be inferior. The second theoretical insight is Bhabha’s claim that post-colonial authors construct an interstice in which colonizer and colonized co-exist and build hybrid identities. The third is Derrida’s argument that language and culture are imposed on us, producing a permanent state of alienation that cannot be expressed in the language of the Imperial Other, the Metropolis. This research concludes that Bouraoui and Van der Vyver use autofiction to bridge the gap between their past and present Self. Bouraoui is the Eternal Outsider. Her mind and body are the sites of her eternal identity crisis: trapped in the interstice between Algeria and France, between the guidance of her Algerian father and the protection of her French mother, between the language of her childhood and her adulthood, and between her sex, her sexuality and her gender. In contrast, Van der Vyver identifies herself as Afrikaans and does not see her mother tongue as an obstacle to self-exploration and self-expression. Her autofiction depicts her as a Boer in exile. She is critical of gender relations rather than of apartheid. Both writers on the other hand use their bedrooms as an interstice in their inner journeys through space and time. Both of them are alienated from French, the language of the Other. Both love Africa. Neither belongs to the continent.
Selective translations of Rachida Saqi's "Marochaines en male-vie".
(2001) Hubbard, Mariah.; Beckett, Carole Marie.; Everson, Vanessa Marguerite.
My selection from Rachida Saqi's "novel" "Marocaines en male-vie" consists of a series of vignettes or sketches of Moroccan women and the difficulties they have to endure, some of which are unfamiliar to non-Muslim readers. Of the twenty-six texts she wrote, sixteen have been chosen to cover a number of different circumstances in which Moroccan Muslim women exist, with two being dedicated to children and men. Choosing the flower as a metaphor for woman, and the Rose in particular, Saqi encourages Moroccan women to break the chains that have fettered them for so many generations. She urges them to leave behind submissiveness, ignorance and superstition and to form an integrated, never-ending circle against the oppressor, the "phallocratic" machine. Saqi believes that women have the power within them to overcome past traditions, if only they would dare to take the initial step. A change in mind-set is what is required so that Moroccan women can regard themselves as autonomous, capable of independent thought and self sufficient - able to lead their own lives. Saqi's thesis is that for far too long, in Islamic Moroccan society, the male has been cosseted and pampered from birth onwards by an "army" of women at his beck and call; starting with his mother, then sisters, wife (wives), daughters, secretaries, mistresses and so on. Saqi's feminist writings aspire to encourage her Moroccan sisters to take the first step towards self-liberation by questioning critically their behavioural responses to a hitherto unchallenged patriarchal social system.
Contrapuntal textures: 'Othello' as postcolonial palimpsest.
(1997) Bennell, Maurice Vincent.
No abstract provided.
Fabricated honesty: an original collection of poems, including a critical examination of the impact of twentieth century confessional poetry on my writing.
(2018) Govender, Kimentha.
This dissertation consists of two sections: a creative section and a theoretical section. The first section of this paper will be the creative section which consists of a collection of 40 original poems that can be generally described as confessional poems. These poems explore and deal with personal relationships, memory and self- reflection. The second section of this paper will be the theoretical section and will consist of three chapters. Chapter One explores confessional poetry. It will look at the history of confessional poetry around the 1960s as well as how it arose as a genre. I will briefly look at the work of Boston poet Robert Lowell in his most famous work Life Studies and explore how he had become a catalyst for confessional poetry. Chapter Two will explore select poems by Sylvia Plath and what made her work so influential at a time when confessional poetry started to be recognised as a genre. I will also compare some of my poems to those of Plath to see how my work fits into this genre. Plath and my work share similarities in style, tone and topics such as loss, and interpersonal family relationships. Chapter three explores South African contemporary poetry and the work of South African contemporary poet Joan Metelerkamp and why she is considered to be a confessional poet. I will also analyse some of her poetry and compare her work to that of my own to find any common ground.
Interculturalité et pluriculturalité en classe de FLE : Une analyse du corpus littéraire du curriculum actuel des bacheliers de l’IEB.
(2019) Ortmann, Carrissa Anne.; De Meyer, Bernard Albert Marcel Sylvain.
Ce projet est né en premier lieu de mon intérêt dans le domaine du FLE et de la littérature française, et mes expériences comme enseignante et tutrice du français. Pendant mes études à l’université, j’ai donné des cours particuliers en mathématiques, en anglais et en français simplement pour gagner de l’argent mais c’est là où j’ai trouvé ma passion pour la langue française et également le FLE. En 2014/2015, j’ai passé sept mois en France, à Saint Michel de Maurienne où j’étais assistante de langue anglaise. Après mon retour en Afrique du Sud en 2015, j’ai enseigné French for Beginners aux délégués des Départements gouvernementaux au KwaZulu-Natal à l’Université de KwaZulu-Natal (UKZN) Extended Learning et j’ai repris mes cours particuliers avec les étudiants de grade 12 (bacheliers). À travers ces cours, j’ai développé l’intérêt pour le curriculum littéraire et, aussi, pour l’apprentissage de la langue et la culture françaises en étudiant les poèmes et les nouvelles que nous leur avons proposés. Cette dissertation est rédigée en cinq chapitres avec les intertitres pour subdiviser les sections et les sujets discutés. Ainsi, je n’emploie que le terme Ibid. pour démontrer une répétition de l’auteur et de l’oeuvre. Concernant les citations écrites en anglais, j’ai fait une de deux choses ; soit j’ai traduit les citations et les encadrés entre crochets, soit, je les ai expliquées avec mes propres mots. Pour la bibliographie, j’emploie le style de référence de Harvard publié par The Independent Institute of Education (IIE) adapté par Cheryl Siewierski (2018). Par ailleurs, les références en anglais et en français ont été rédigées dans la langue de publication et ils suivent le style de référence de celle-ci, recommandé par l’IIE. Title of thesis in English: “Interculturality and Pluriculturality in the French Foreign Language classroom: An analysis of the body of literature in the current IEB matric curriculum” South Africa is an exceptionally culturally and linguistically rich and diverse society which is confirmed by its eleven official languages. Many of these languages are offered at all levels of schooling with additional non-official languages being offered at secondary and tertiary level. The country has a complex schooling system which is split into government and independent schools with many of the latter offering French as a second or third additional language which can be taken up to matriculation level at approximately 191 schools. This subject is in the French world of pedagogy known as Français Langue Etrangère or FLE. This study will determine the role that interculturality and pluriculturality play within the literary curriculum prescribed for matric students. Moreover, literature in French with an intercultural approach can be used as an asset to the teaching of French as it can develop a learner’s understanding of values and behaviours of people and other culture(s). This literature in French is not limited to mainland France but also includes authors from Francophone Africa and other parts of the globe. Furthermore, literature in French is not only used as a way to acquire competence in the language but also to promote pluriculturality and plurilingualism in society through diverse literary studies. I explore how these dimensions are reflected in the French Second Additional Language (SAL) literature curriculum in South Africa. Through this research I have come across many studies which investigate diversity, identity and interculturality. A South African scholar, Fiona Horne, has done extensive research on language pedagogy and the teaching of French literature at university level in the country. In addition, Josette Virasolvit explores ‘intercultural practices’ in FLE classes with two main teaching approaches: informative and exploring ‘the other’ (2013). Similarly, Paulína Šperkovà discusses the importance of an ‘intercultural competence’ in literature teaching in FLE (2010). The Common European Framework of Reference for languages (CEFR) plays an essential role in teaching in Europe as it serves as a platform upon which language pedagogy rests, introducing the concept of intercultural and pluricultural approaches to teaching. An understanding of how to teach classrooms comprised of students with numerous ethical, lingual and cultural backgrounds is key to teaching a language. In my opinion, there is a great need for research and theory building on the subject of inter-, and pluriculturality in literature and education in South Africa. Thus, this study attempts to close the gap in the need for material in this academic field.
Making the journey : the female Bildungsroman and quest motifs in selected Margaret Atwood texts.
(2015) Webb, Tracy Elizabeth.; Stobie, Cheryl.
The research presented in this dissertation examines, from a gender studies approach, the genre of the female Bildungsroman and the representation of quest motifs in three primary texts selected from the oeuvre of Margaret Atwood. These three texts include: The Penelopiad (2005), Surfacing (1972) and Cat’s Eye (1988). Given that the Bildungsroman is traditionally championed by a male protagonist as well as the varied nature of this quest, which is also led by a male hero, this project investigates texts which highlight the nature of the female protagonist’s experience and the variation in her Bildung and quest as a result. In order to provide a thorough analysis of these texts an extensive theoretical approach of gender theory, Bildungsroman theory, and quest theory has been used. This promotes a focus on the construction of gender in the texts, the traditional structure of the Bildungsroman and how the selected texts conform to but also deviate from this model, as well as illustrating how variations of Joseph Campbell’s mythic structure have been included in the texts. The Penelopiad offers a retelling of Homer’s Odyssey epic from the point of view of a female narrator, Penelope. In this text several narrative techniques are used to ‘rewrite’ the original myth and privilege the female perspective. Surfacing provides an account of a spiritual quest; this text couples the protagonist’s Bildung and search for identity with spirituality. Cat’s Eye represents an example of a psychological quest as the protagonist’s journey is closely connected to her memories of the past and the experiences to which they are linked. The variations within these texts contribute to a comprehensive analysis of the complex nature of this study and this genre as a whole. These texts provide different examples of Bildungsromane and representations of the quest. This examination explores the extent to which Atwood makes use of the traditional Bildungsroman structure, and also the ways in which she is able to skilfully manipulate the genre and provide texts that more accurately constitute a female Bildungsroman.
People out of place : emotional geography, postmodern identity and gender in three contemporary Japanese texts.
(2015) Frankson, Paige Kendra.; Stobie, Cheryl.
This dissertation examines contemporary Japanese notions of place, gender and identity as discussed in three texts by Japanese and Japanese-descended authors. The texts under examination include Kiyoshi Kurosawa’s film Tokyo Sonata (2008), Haruki Murakami’s novel After Dark (2007) and Japanese-American author Ruth Ozeki’s novel A Tale for the Time Being (2013). Within each text, I will discuss how the author or filmmaker’s conception of location affects, and is affected by, their characters’ shifting experience of identity and gender. I begin with a brief exploration of the history of Japan’s exposure to the West, and the Orientalist notions which have been perpetuated about Japan which contribute to the image of Japan as other. Thereafter I examine theories of emotional geography, which is the exploration of the emotional connections between self, setting and society at large. I then tie this theoretical perspective with conceptions of the fluidity of gender and postmodern identity’s imaginings of the fractured self. Each text progressively widens the spatial areas of interest – from Kurosawa’s concern for the home, Murakami’s focus on the city, and Ozeki’s discussion of trans-oceanic and imaginative spaces – while emphasising the dynamic interplay of place, person and performativity within each of these spaces. Each of these arenas of thought are linked through their interest in the destruction of the rigid boundaries governing human experience, and I will argue that each of the texts under analysis presents a profound observation of not only what it means to be Japanese today, but also offers a touching and hopeful case for shared humanity on a global scale.
Exploring the role of gender in the depiction of Utopia in selected novels.
(2015) Naudé, Michelle Jane.; Stobie, Cheryl.
Abstract available in print version.

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