[iLahleko - Loss]
- Authors: Qhali, Itumeleng
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , Xhosa poetry 21st century , South African poetry (English) 21st century , Short stories, South African (English) 21st century , Loss (Psychology) in literature , Poetry History and criticism , Bilingual authors , Bilingualism and literature , Bilingualism in literature
- Language: English , Xhosa
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191825 , vital:45169
- Description: My thesis is a collection of poems and prose that explores the disjunction of losses for women and children across the two languages I inhabit, isiXhosa and English. Ukulahlekelwa lithemba, ukudukelwa yingqondo, ukholo, ubuwena, umzimba nothando. For me, isiXhosa captures the innate musicality and deep emotions within a word or a sound that are not available in English. On the other hand, English readily produces visceral images that are more difficult for me to access in isiXhosa. Kolu phononongo ndikwasebenzisa namagama emboleko ukuze ndikhulise isigama. Ndisebenzisa amagama azibeka zinjalo iimvakalelo, angqalileyo kuncwadi lwesiXhosa. Ndisebenzisa zombini ilyric form kunye neprozi ngenxa yesingqi esiphuhliswa yilyric, nangenxa yenkululeko umbali ayifumanayo kwiprozi. As a bilingual writer ndifuthelwe sisingqi nobunzulu bentlungu obufumaneka in the translated and bilingual works of Isabella Motadinyane, noMarina Ivanovna Tsvetaeva, imibongo yeDaikwan eguqulwe nguStephen Watson ethi Song of the Broken String; iimbongi zespanish ezinjengo Antonia Machado; ngendlela abasebenzisa ngayo ulwimi lwabo ukunabisa nokugqithisa umyalezo ngeentlungu abadibana nazo, bakwanaso nesingqi somculo othuthuzelayo kwimibongo yabo. The structure of my thesis is inspired by the innovative mixed genre layout of Sindiswa Busuku-Mathese’s Loud and Yellow Laughter, and the new formats of isiXhosa writing presented in Mthunzikazi Mbugwana’s poetry. My work has also been shaped by the visceral imagery and briefly captured moments of loss in imisebenzi ka S.S Mema, Nontsizi Mgqwetho, noPascale Petit, novangile gantsho. Imisebenzi yabo ikuzobela umfanekiso ngqondweni ophilayo. Bonke abababhali bahambe indlela endinika umdla nendifuna ukuyihamba nam njengombhali omtsha obhala ngeelwimi ezimbini. , My thesis is a collection of poems and prose that explores the disjunction of losses for women and children across the two languages I inhabit, isiXhosa and English. For me, isiXhosa captures the innate musicality and deep emotions within a word or a sound that are not available to me in English. On the other hand, English readily produces visceral images that are more difficult for me to find in isiXhosa. My poems use the music and introspection of the lyric form, as well as the emotional outpouring that prose poetry allows. As a bilingual writer, I am influenced by the transference of musicality and gravity of loss conveyed in the translated and bilingual work of Isabella Motadinyane, the Russian Marina Tsvetaeva, Stephen Watson’s Song of the Broken String, as well as the Spanish poets Antonio Machado. The structure of my thesis is inspired by the innovative mixed genre layout of Sindiswa Busuku-Mathese’s Loud and Yellow Laughter, and the new formats of isiXhosa writing presented in Mthunzikazi Mbugwana’s poetry. My work has also been shaped by the visceral imagery and briefly captured moments of loss in the work of South African poets vangile gantsho, S.S. Mema, and Nontsizi Mgqwetho, as well as the English poet, Pascale Petit. , Thesis (MA) -- Faculty of Humanitites, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Qhali, Itumeleng
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , Xhosa poetry 21st century , South African poetry (English) 21st century , Short stories, South African (English) 21st century , Loss (Psychology) in literature , Poetry History and criticism , Bilingual authors , Bilingualism and literature , Bilingualism in literature
- Language: English , Xhosa
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191825 , vital:45169
- Description: My thesis is a collection of poems and prose that explores the disjunction of losses for women and children across the two languages I inhabit, isiXhosa and English. Ukulahlekelwa lithemba, ukudukelwa yingqondo, ukholo, ubuwena, umzimba nothando. For me, isiXhosa captures the innate musicality and deep emotions within a word or a sound that are not available in English. On the other hand, English readily produces visceral images that are more difficult for me to access in isiXhosa. Kolu phononongo ndikwasebenzisa namagama emboleko ukuze ndikhulise isigama. Ndisebenzisa amagama azibeka zinjalo iimvakalelo, angqalileyo kuncwadi lwesiXhosa. Ndisebenzisa zombini ilyric form kunye neprozi ngenxa yesingqi esiphuhliswa yilyric, nangenxa yenkululeko umbali ayifumanayo kwiprozi. As a bilingual writer ndifuthelwe sisingqi nobunzulu bentlungu obufumaneka in the translated and bilingual works of Isabella Motadinyane, noMarina Ivanovna Tsvetaeva, imibongo yeDaikwan eguqulwe nguStephen Watson ethi Song of the Broken String; iimbongi zespanish ezinjengo Antonia Machado; ngendlela abasebenzisa ngayo ulwimi lwabo ukunabisa nokugqithisa umyalezo ngeentlungu abadibana nazo, bakwanaso nesingqi somculo othuthuzelayo kwimibongo yabo. The structure of my thesis is inspired by the innovative mixed genre layout of Sindiswa Busuku-Mathese’s Loud and Yellow Laughter, and the new formats of isiXhosa writing presented in Mthunzikazi Mbugwana’s poetry. My work has also been shaped by the visceral imagery and briefly captured moments of loss in imisebenzi ka S.S Mema, Nontsizi Mgqwetho, noPascale Petit, novangile gantsho. Imisebenzi yabo ikuzobela umfanekiso ngqondweni ophilayo. Bonke abababhali bahambe indlela endinika umdla nendifuna ukuyihamba nam njengombhali omtsha obhala ngeelwimi ezimbini. , My thesis is a collection of poems and prose that explores the disjunction of losses for women and children across the two languages I inhabit, isiXhosa and English. For me, isiXhosa captures the innate musicality and deep emotions within a word or a sound that are not available to me in English. On the other hand, English readily produces visceral images that are more difficult for me to find in isiXhosa. My poems use the music and introspection of the lyric form, as well as the emotional outpouring that prose poetry allows. As a bilingual writer, I am influenced by the transference of musicality and gravity of loss conveyed in the translated and bilingual work of Isabella Motadinyane, the Russian Marina Tsvetaeva, Stephen Watson’s Song of the Broken String, as well as the Spanish poets Antonio Machado. The structure of my thesis is inspired by the innovative mixed genre layout of Sindiswa Busuku-Mathese’s Loud and Yellow Laughter, and the new formats of isiXhosa writing presented in Mthunzikazi Mbugwana’s poetry. My work has also been shaped by the visceral imagery and briefly captured moments of loss in the work of South African poets vangile gantsho, S.S. Mema, and Nontsizi Mgqwetho, as well as the English poet, Pascale Petit. , Thesis (MA) -- Faculty of Humanitites, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
Sustainability focus in water management and curriculum practices in an agricultural college: a case study of Fort Cox Agriculture and Forestry Training Institute
- Authors: Ramphinwa, Azwindini Edson
- Date: 2021-10-29
- Subjects: Water-supply Management South Africa Ixesi , Water-supply Management Study and teaching (Higher) South Africa Ixesi , Curriculum planning South Africa Ixesi , Environmental education Activity programs South Africa Ixesi , Agricultural colleges Curricula South Africa Ixesi , Sustainable development South Africa Ixesi , Educational change South Africa , Fort Cox Agriculture and Forestry Training Institute , Practice Architectures Theory (PAT)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192030 , vital:45189
- Description: This case study of Fort Cox Agriculture and Forestry Training Institute explored the sustainability focus in water management and curriculum practices. I was inspired to develop a deeper understanding of current water management and curriculum practices at Fort Cox with fellow academics involved in the teaching of water dependent curricula, students who were enrolled in water dependent subjects, and support staff involved in water management practices around campus. My initial assumption was there was a practice disconnect or mismatch between water management practices and the stated curriculum requirements at Fort Cox. To develop a deeper understanding and possible responses, the study adopted the Practice Architectures Theory (PAT) developed by Kemmis (2009) and Kemmis, McTaggart and Nixon (2013). A supportive theory was also considered in the form of the action learning process developed by Marquardt (2007), which was aimed at bringing people together in an attempt to respond to water management practice concerns in their context. Practice Architectures Theory was used with the view to understand the ‘sayings, doings, and relatings’ regarding water management and curriculum practices at Fort Cox, in particular around Irrigation, Soil and Water Conservation subjects and the other water dependent subjects. Kemmis et al. (2013) suggested that practices come into being because people do not act alone but as a collective, and bring them into being. In practice, individual understanding and action are orchestrated in collective social-relational projects. A qualitative case study approach was used to solicit data using different techniques namely workshops, semi-structured interviews, document analysis, observations and Unit-Based Sustainability Assessment Tool questionnaires. Data collected through all these techniques was triangulated in the form of analytical memoranda which helped to develop analytical statements aligned with the research goals. The findings confirmed the evident practice disconnect between water management and curriculum practices which was found to be problematic at Fort Cox. The findings also suggest that there were inadequate water management topics across the curriculum. The findings lead to recommendations including future research recommendations for possible implementation. One notable recommendation is staff development on current sustainable water management and curriculum practices to address the challenges of both Fort Cox and the region. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ramphinwa, Azwindini Edson
- Date: 2021-10-29
- Subjects: Water-supply Management South Africa Ixesi , Water-supply Management Study and teaching (Higher) South Africa Ixesi , Curriculum planning South Africa Ixesi , Environmental education Activity programs South Africa Ixesi , Agricultural colleges Curricula South Africa Ixesi , Sustainable development South Africa Ixesi , Educational change South Africa , Fort Cox Agriculture and Forestry Training Institute , Practice Architectures Theory (PAT)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192030 , vital:45189
- Description: This case study of Fort Cox Agriculture and Forestry Training Institute explored the sustainability focus in water management and curriculum practices. I was inspired to develop a deeper understanding of current water management and curriculum practices at Fort Cox with fellow academics involved in the teaching of water dependent curricula, students who were enrolled in water dependent subjects, and support staff involved in water management practices around campus. My initial assumption was there was a practice disconnect or mismatch between water management practices and the stated curriculum requirements at Fort Cox. To develop a deeper understanding and possible responses, the study adopted the Practice Architectures Theory (PAT) developed by Kemmis (2009) and Kemmis, McTaggart and Nixon (2013). A supportive theory was also considered in the form of the action learning process developed by Marquardt (2007), which was aimed at bringing people together in an attempt to respond to water management practice concerns in their context. Practice Architectures Theory was used with the view to understand the ‘sayings, doings, and relatings’ regarding water management and curriculum practices at Fort Cox, in particular around Irrigation, Soil and Water Conservation subjects and the other water dependent subjects. Kemmis et al. (2013) suggested that practices come into being because people do not act alone but as a collective, and bring them into being. In practice, individual understanding and action are orchestrated in collective social-relational projects. A qualitative case study approach was used to solicit data using different techniques namely workshops, semi-structured interviews, document analysis, observations and Unit-Based Sustainability Assessment Tool questionnaires. Data collected through all these techniques was triangulated in the form of analytical memoranda which helped to develop analytical statements aligned with the research goals. The findings confirmed the evident practice disconnect between water management and curriculum practices which was found to be problematic at Fort Cox. The findings also suggest that there were inadequate water management topics across the curriculum. The findings lead to recommendations including future research recommendations for possible implementation. One notable recommendation is staff development on current sustainable water management and curriculum practices to address the challenges of both Fort Cox and the region. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
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