Vocational language learning and teaching at a South African university: preparing professionals for multilingual contexts
- Maseko, Pamela, Kaschula, Russell H
- Authors: Maseko, Pamela , Kaschula, Russell H
- Date: 2009
- Subjects: Intercultural communication in education -- South Africa , African languages , Cultural awareness , Communication and culture , Multilingualism -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59412 , vital:27597 , doi: 10.5842/38-0-60
- Description: This paper highlights the methodology that has been used at Rhodes University and other South African universities in implementing vocation-specific African language learning programmes. Essentially, the paper links the curriculum design to the theoretical paradigm of intercultural communication. Intercultural theory is used as a basis to develop vocation-specific courses where language and culture are taught, for example, to second language learners of isiXhosa at Rhodes University. These courses include courses for Pharmacy and Law students. This paper offers a new theoretical paradigm for intercultural language teaching. Furthermore, examples from specific courses are provided in order to illustrate how this theoretical paradigm can be implemented in a practical way. The impact of multilingualism and intercultural communication in the wider legal and healthcare work environment in South Africa is also discussed.
- Full Text:
- Date Issued: 2009
- Authors: Maseko, Pamela , Kaschula, Russell H
- Date: 2009
- Subjects: Intercultural communication in education -- South Africa , African languages , Cultural awareness , Communication and culture , Multilingualism -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59412 , vital:27597 , doi: 10.5842/38-0-60
- Description: This paper highlights the methodology that has been used at Rhodes University and other South African universities in implementing vocation-specific African language learning programmes. Essentially, the paper links the curriculum design to the theoretical paradigm of intercultural communication. Intercultural theory is used as a basis to develop vocation-specific courses where language and culture are taught, for example, to second language learners of isiXhosa at Rhodes University. These courses include courses for Pharmacy and Law students. This paper offers a new theoretical paradigm for intercultural language teaching. Furthermore, examples from specific courses are provided in order to illustrate how this theoretical paradigm can be implemented in a practical way. The impact of multilingualism and intercultural communication in the wider legal and healthcare work environment in South Africa is also discussed.
- Full Text:
- Date Issued: 2009
Towards enhancing indigenous language acquisition skills through MMORPGs
- Kaschula, Russell H, Mostert, André
- Authors: Kaschula, Russell H , Mostert, André
- Date: 2010
- Subjects: Indigenous peoples -- Languages -- Study and teaching -- South Africa , Language and languags -- Computer-assisted instruction , Language and languags -- Study and teaching -- Technological innovation , Language acquisition , Computer games
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59343 , vital:27559 , http://alternation.ukzn.ac.za/Files/docs/17.1/08%20Kas%20FIN.pdf
- Description: The growing interest and access to massively multiplayer online role-playing games (MMORPG) has opened up significant new scope for educational methodologies, from standard language teaching options through to formalising the skills that a ‘player’ develops through their quests and other activities. This scope is extensive and has created numerous opportunities for innovation both within education and the world of work. This is evidenced by the increasing presence of educational establishments in the virtual world, with Second Life being the most popular for conventional educational purposes. In Second Life and many other realms participants are earning some income and in some cases enjoying a reasonable living from online activities, while developing their skills base. These MMORPGs may open opportunities for promoting language acquisition provided this is located within a suitably attractive realm; ‘players’ would then engage in activities that would contribute to their abilities to use the indigenous languages in everyday life. This article explores how such a system could be developed and the likely contribution it could make to promote a multilingual environment at school and post school levels. Further, it will identify the implications for the future of teaching and learning through the harnessing of MMORPGs.
- Full Text:
- Date Issued: 2010
- Authors: Kaschula, Russell H , Mostert, André
- Date: 2010
- Subjects: Indigenous peoples -- Languages -- Study and teaching -- South Africa , Language and languags -- Computer-assisted instruction , Language and languags -- Study and teaching -- Technological innovation , Language acquisition , Computer games
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59343 , vital:27559 , http://alternation.ukzn.ac.za/Files/docs/17.1/08%20Kas%20FIN.pdf
- Description: The growing interest and access to massively multiplayer online role-playing games (MMORPG) has opened up significant new scope for educational methodologies, from standard language teaching options through to formalising the skills that a ‘player’ develops through their quests and other activities. This scope is extensive and has created numerous opportunities for innovation both within education and the world of work. This is evidenced by the increasing presence of educational establishments in the virtual world, with Second Life being the most popular for conventional educational purposes. In Second Life and many other realms participants are earning some income and in some cases enjoying a reasonable living from online activities, while developing their skills base. These MMORPGs may open opportunities for promoting language acquisition provided this is located within a suitably attractive realm; ‘players’ would then engage in activities that would contribute to their abilities to use the indigenous languages in everyday life. This article explores how such a system could be developed and the likely contribution it could make to promote a multilingual environment at school and post school levels. Further, it will identify the implications for the future of teaching and learning through the harnessing of MMORPGs.
- Full Text:
- Date Issued: 2010
The Sacred Door and other Stories: Cameroon Folktales of the Beba (Makuchi)
- Authors: Kaschula, Russell H
- Date: 2008
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/175177 , vital:42550 , https://doi.org/10.17159/2309-9070/tvl.v.45i2.4743
- Description: In The Sacred Door and Other Stories: Cameroon Folktales of the Beba, Makuchi has collected thirty-three folktales of the Beba people. These stories are presented in English only. The book contains a foreword by well-known oral literature scholar, Isidore Okpewho and a preface by the author. In the foreword, Okpewho states that:“Tales like these need to be retold again and again, because the lessons they yield belong not merely to a long-forgotten historical or so-called primitive past but very much to the present times in which we live”(xi). The book therefore represents a sense of continuity between past and present. Although the tales may no longer be told in the same way that they were many years ago, the messages contained in the tales remain as relevant today as they did in the past.
- Full Text:
- Date Issued: 2008
- Authors: Kaschula, Russell H
- Date: 2008
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/175177 , vital:42550 , https://doi.org/10.17159/2309-9070/tvl.v.45i2.4743
- Description: In The Sacred Door and Other Stories: Cameroon Folktales of the Beba, Makuchi has collected thirty-three folktales of the Beba people. These stories are presented in English only. The book contains a foreword by well-known oral literature scholar, Isidore Okpewho and a preface by the author. In the foreword, Okpewho states that:“Tales like these need to be retold again and again, because the lessons they yield belong not merely to a long-forgotten historical or so-called primitive past but very much to the present times in which we live”(xi). The book therefore represents a sense of continuity between past and present. Although the tales may no longer be told in the same way that they were many years ago, the messages contained in the tales remain as relevant today as they did in the past.
- Full Text:
- Date Issued: 2008
The intellectualisation of African languages, multilingualism and education: a research-based approach
- Kaschula, Russell H, Maseko, Pamela
- Authors: Kaschula, Russell H , Maseko, Pamela
- Date: 2014
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Language policy -- South Africa , Education, Higher -- South Africa , Educational change -- South Africa , Multiligualism , Multicultural education -- South Africa , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59321 , vital:27548 , http://alternation.ukzn.ac.za/Files/docs/21 SpEd13/Alternation Spec Ed 13 (2014).pdf#page=13
- Description: This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. , Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.
- Full Text:
- Date Issued: 2014
- Authors: Kaschula, Russell H , Maseko, Pamela
- Date: 2014
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Language policy -- South Africa , Education, Higher -- South Africa , Educational change -- South Africa , Multiligualism , Multicultural education -- South Africa , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59321 , vital:27548 , http://alternation.ukzn.ac.za/Files/docs/21 SpEd13/Alternation Spec Ed 13 (2014).pdf#page=13
- Description: This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. , Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.
- Full Text:
- Date Issued: 2014
The influence of cellular phone "speak" on isiXhosa rules of communication
- Kaschula, Russell H, Mostert, André
- Authors: Kaschula, Russell H , Mostert, André
- Date: 2009
- Subjects: Cell phones -- South Africa , Communication and culture -- Technological innovations , Language and culture -- South Africa , Xhosa (African people) -- Social life and customs
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59401 , vital:27594 , doi: 10.5842/37-0-43
- Description: Cellular telephones have revolutionised the art of communication across all societies, and South Africa is no exception. Access to this form of communication has made personal contact easier, in both rural and urban contexts. Globally this form of communication has been readily embraced. However, cultural rules that pertain to face-to-face communication are often flouted by cellular phone users. This flouting holds true no doubt across many cultures, languages and contexts. Bloomer (2005:97-100) assesses this flouting of cultural maxims in relation to Grice's cooperative principle. This article attempts to assess how general rules of politeness in isiXhosa have been and are being transformed by what could be termed the "economics of speaking".
- Full Text:
- Date Issued: 2009
- Authors: Kaschula, Russell H , Mostert, André
- Date: 2009
- Subjects: Cell phones -- South Africa , Communication and culture -- Technological innovations , Language and culture -- South Africa , Xhosa (African people) -- Social life and customs
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59401 , vital:27594 , doi: 10.5842/37-0-43
- Description: Cellular telephones have revolutionised the art of communication across all societies, and South Africa is no exception. Access to this form of communication has made personal contact easier, in both rural and urban contexts. Globally this form of communication has been readily embraced. However, cultural rules that pertain to face-to-face communication are often flouted by cellular phone users. This flouting holds true no doubt across many cultures, languages and contexts. Bloomer (2005:97-100) assesses this flouting of cultural maxims in relation to Grice's cooperative principle. This article attempts to assess how general rules of politeness in isiXhosa have been and are being transformed by what could be termed the "economics of speaking".
- Full Text:
- Date Issued: 2009
The Dassie and the Hunter: A South African Meeting
- Authors: Kaschula, Russell H
- Date: 2005
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/175147 , vital:42547 , https://doi.org/10.4314/tvl.v43i1.29727
- Description: This book does not resemble any of Jeff Opland’s previous academic works. There is no similarity in style, and to some extent content. His previous books, namely, Xhosa oral poetry: Aspects of a black South African tradition (Cambridge University Press, 1983), and Xhosa poets and poetry (David Philip, 1998), were written as purely scientific, academic works. The Dassie and the Hunter amounts to a subtle snub of academia and its restrictive rules. Though written by Opland, it is as if he and his research subject, Manisi, have colluded to make this work different and special, in a personal mystical way, disregarding academic etiquette, weaving a more creative, poetic tapestry. This makes the book an interesting read. In style and content, it is neither rigorously academic, solely biographical, nor purely creative. It evades classification. It is individualistic.
- Full Text:
- Date Issued: 2005
- Authors: Kaschula, Russell H
- Date: 2005
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/175147 , vital:42547 , https://doi.org/10.4314/tvl.v43i1.29727
- Description: This book does not resemble any of Jeff Opland’s previous academic works. There is no similarity in style, and to some extent content. His previous books, namely, Xhosa oral poetry: Aspects of a black South African tradition (Cambridge University Press, 1983), and Xhosa poets and poetry (David Philip, 1998), were written as purely scientific, academic works. The Dassie and the Hunter amounts to a subtle snub of academia and its restrictive rules. Though written by Opland, it is as if he and his research subject, Manisi, have colluded to make this work different and special, in a personal mystical way, disregarding academic etiquette, weaving a more creative, poetic tapestry. This makes the book an interesting read. In style and content, it is neither rigorously academic, solely biographical, nor purely creative. It evades classification. It is individualistic.
- Full Text:
- Date Issued: 2005
The amaXhosa ukuthwala marriage custom in fact and fiction: a contemporary critique
- Kaschula, Russell H, Huisamen, Tim, Mostert, Andre, Nosilela, Bulelwa
- Authors: Kaschula, Russell H , Huisamen, Tim , Mostert, Andre , Nosilela, Bulelwa
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68344 , vital:29241 , https://doi.org/10.1080/02572117.2013.871454
- Description: publisher version , Ukuthwala is traditionally a marriage custom within the amaXhosa culture in South Africa which permits a ‘legal abduction’ of a bride-to-be. Similar customs of ‘bridal abduction’ exist, most notably in Kyrgyzstan, where it is known as ala kachuu. Research into these customs necessitates a more innovative approach to explore the impact of this social phenomenon. In this article the authors mobilise a fictional narrative to offer a backdrop for a comparative assessment of the impact of bridal ‘legal abduction’ and assess its contemporary status and role within a multicultural society which celebrates the rights of the individual while recognising the value and importance of maintaining cultural identity and traditions. Cultural dissonance has always been characteristic of modern and post-modern societies as they strive for a workable shared ethos. However, when customs such as ‘legal abduction’ (Mtuze, 1993:50) continue under the veil of cultural rights, the wider social sensibilities and perspectives can be at odds with the maintenance of such activities where these activities contradict the rights of the individual as enshrined for example in what can be seen as a liberal South African Constitution.
- Full Text: false
- Date Issued: 2013
- Authors: Kaschula, Russell H , Huisamen, Tim , Mostert, Andre , Nosilela, Bulelwa
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68344 , vital:29241 , https://doi.org/10.1080/02572117.2013.871454
- Description: publisher version , Ukuthwala is traditionally a marriage custom within the amaXhosa culture in South Africa which permits a ‘legal abduction’ of a bride-to-be. Similar customs of ‘bridal abduction’ exist, most notably in Kyrgyzstan, where it is known as ala kachuu. Research into these customs necessitates a more innovative approach to explore the impact of this social phenomenon. In this article the authors mobilise a fictional narrative to offer a backdrop for a comparative assessment of the impact of bridal ‘legal abduction’ and assess its contemporary status and role within a multicultural society which celebrates the rights of the individual while recognising the value and importance of maintaining cultural identity and traditions. Cultural dissonance has always been characteristic of modern and post-modern societies as they strive for a workable shared ethos. However, when customs such as ‘legal abduction’ (Mtuze, 1993:50) continue under the veil of cultural rights, the wider social sensibilities and perspectives can be at odds with the maintenance of such activities where these activities contradict the rights of the individual as enshrined for example in what can be seen as a liberal South African Constitution.
- Full Text: false
- Date Issued: 2013
Technauriture as an Educational Tool in South Africa: translating to read across Africa
- Authors: Kaschula, Russell H
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174865 , vital:42516 , https://njas.fi/njas/article/view/109
- Description: This article seeks to situate the importance of orality in southern African communities within the paradigm of Technauriture, that being the intersection of technology, auriture and literature and how it relates to imparting educational messages within South Africa in particular. The process of orality as allowed for through, for example oral histories, music, poetry and story-telling, and how it interacts with the recording process facilitated through modern technology, as well as the return of the oral material via technology in educational and archival circles is further explored in this article. The question which this article seeks to understand is how technology can contribute in the educational milieu.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174865 , vital:42516 , https://njas.fi/njas/article/view/109
- Description: This article seeks to situate the importance of orality in southern African communities within the paradigm of Technauriture, that being the intersection of technology, auriture and literature and how it relates to imparting educational messages within South Africa in particular. The process of orality as allowed for through, for example oral histories, music, poetry and story-telling, and how it interacts with the recording process facilitated through modern technology, as well as the return of the oral material via technology in educational and archival circles is further explored in this article. The question which this article seeks to understand is how technology can contribute in the educational milieu.
- Full Text:
- Date Issued: 2016
Teaching Mandarin in schools is another slap in the face for African languages
- Kaschula, Russell H, Nosilela, Bulelwa, Heugh, Kathleen, Hendricks, Monica, Maseko, Pamela
- Authors: Kaschula, Russell H , Nosilela, Bulelwa , Heugh, Kathleen , Hendricks, Monica , Maseko, Pamela
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67042 , vital:29023 , https://theconversation.com/teaching-mandarin-in-schools-is-another-slap-in-the-face-for-african-languages-48505
- Description: publisher version , It’s said that behind every powerful language is an army and money. Consider the case of English. In South Africa, as in its other colonies, the British arrived with the Bible in one hand and the breech-loader in the other. Behind them was the English language, military might and money. British missionaries wanted to convert Africa’s indigenous “heathens” to Christianity; to clone little English people on the continent through the medium of English. Next came the Afrikaners, descended from the Dutch. Their slaves created a “kitchen” language out of Dutch and called it Afrikaans. White Afrikaners appropriated it as their own and it became the language of apartheid. One of the tipping points of white rule was the 1976 Soweto uprising – a furious, powerful response to the news that Afrikaans would become a compulsory medium of instruction. Now there is a new potential coloniser on South Africa’s linguistic block. From 2016, Mandarin will be taught in the country’s schools as a Second Additional Language. This new government policy will see African languages bumped even further down the educational pecking order.
- Full Text: false
- Date Issued: 2015
- Authors: Kaschula, Russell H , Nosilela, Bulelwa , Heugh, Kathleen , Hendricks, Monica , Maseko, Pamela
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67042 , vital:29023 , https://theconversation.com/teaching-mandarin-in-schools-is-another-slap-in-the-face-for-african-languages-48505
- Description: publisher version , It’s said that behind every powerful language is an army and money. Consider the case of English. In South Africa, as in its other colonies, the British arrived with the Bible in one hand and the breech-loader in the other. Behind them was the English language, military might and money. British missionaries wanted to convert Africa’s indigenous “heathens” to Christianity; to clone little English people on the continent through the medium of English. Next came the Afrikaners, descended from the Dutch. Their slaves created a “kitchen” language out of Dutch and called it Afrikaans. White Afrikaners appropriated it as their own and it became the language of apartheid. One of the tipping points of white rule was the 1976 Soweto uprising – a furious, powerful response to the news that Afrikaans would become a compulsory medium of instruction. Now there is a new potential coloniser on South Africa’s linguistic block. From 2016, Mandarin will be taught in the country’s schools as a Second Additional Language. This new government policy will see African languages bumped even further down the educational pecking order.
- Full Text: false
- Date Issued: 2015
South African national reconciliation discourse and isiXhosa written poetry: 1994–2004
- Mona, Godfrey Vulindela, Kaschula, Russell H
- Authors: Mona, Godfrey Vulindela , Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174690 , vital:42501 , DOI: 10.1080/02572117.2018.1429867
- Description: The main thesis put forward in this article is that during the first ten years of democracy in South Africa, 1994–2004, isiXhosa poetry contributed thematically to the goal of reconciliation. Furthermore, this poetry demonstrates how an aspect of culture can be employed to advance the sociopolitical process of reconciliation. IsiXhosa writers, through their poetry, exposed the on-the-ground endeavours that contributed to the broader and deepening reconciliation process, thereby making a meaningful contribution towards the interpretation and building of a fair, democratic and inclusive South African society. The article analyses a number of poems against the backdrop of the post-1994 reconciliation process in South Africa.
- Full Text:
- Date Issued: 2018
- Authors: Mona, Godfrey Vulindela , Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174690 , vital:42501 , DOI: 10.1080/02572117.2018.1429867
- Description: The main thesis put forward in this article is that during the first ten years of democracy in South Africa, 1994–2004, isiXhosa poetry contributed thematically to the goal of reconciliation. Furthermore, this poetry demonstrates how an aspect of culture can be employed to advance the sociopolitical process of reconciliation. IsiXhosa writers, through their poetry, exposed the on-the-ground endeavours that contributed to the broader and deepening reconciliation process, thereby making a meaningful contribution towards the interpretation and building of a fair, democratic and inclusive South African society. The article analyses a number of poems against the backdrop of the post-1994 reconciliation process in South Africa.
- Full Text:
- Date Issued: 2018
Remembering the Late Nelson Rolihlahla Mandela Through the Eyes of the Poet:
- Authors: Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174912 , vital:42521 , https://doi.org/10.1080/1013929X.2018.1439860
- Description: This article seeks to explore the life and post-democratic work of President Mandela through the eyes of the poet. More specifically, two moments in time are captured and analysed, namely, Mandela’s release from prison together with the lead up to the first democratic South African elections in 1994; and his passing in 2013. This analysis includes the work of poets such as Bongani Sitole, Maya Angelou, Raphael d’Abdon and Thabo Mbeki. The mechanics of translation and the interrelatedness of orality and literacy are explored. The poetic memory contained in this article presents us with an approximation towards the collage of collective memory in a country where economics, politics, and society still present multiple challenges, and where political power often challenges the true collective memory.
- Full Text:
- Date Issued: 2018
- Authors: Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174912 , vital:42521 , https://doi.org/10.1080/1013929X.2018.1439860
- Description: This article seeks to explore the life and post-democratic work of President Mandela through the eyes of the poet. More specifically, two moments in time are captured and analysed, namely, Mandela’s release from prison together with the lead up to the first democratic South African elections in 1994; and his passing in 2013. This analysis includes the work of poets such as Bongani Sitole, Maya Angelou, Raphael d’Abdon and Thabo Mbeki. The mechanics of translation and the interrelatedness of orality and literacy are explored. The poetic memory contained in this article presents us with an approximation towards the collage of collective memory in a country where economics, politics, and society still present multiple challenges, and where political power often challenges the true collective memory.
- Full Text:
- Date Issued: 2018
Oral literature in Africa
- Authors: Kaschula, Russell H
- Date: 2013
- Subjects: Folk literature -- Study and teaching -- Africa , Oral tradition -- Africa , Folklore and education -- Africa , Books -- Africa -- Reviews
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59355 , vital:27563 , https://doi.org/10.1080/13696815.2012.756804
- Description: I have in my possession a first edition, hard copy of Ruth Finnegan’s quintessential work, Oral Literature in Africa. It has a yellow cover, preserved by a plastic sheathe, it is a little frayed around the edges and has that old, musty library smell about it. I love and treasure this book. It is dedicated by Professor Finnegan ‘[t]o all my teachers’. Professor Finnegan is indeed one of my teachers. I properly met Ruth Finnegan at the second International Society for Oral Literature (ISOLA) conference in 1998, which I hosted at the University of Cape Town. She gave a keynote address which included reference to her seminal work and the future of oral literary studies. She has continually influenced our work as researchers following in her footsteps: Isidore Okpewho, Harold Scheub, Abiola Irele, Graham Furniss, Elizabeth Gunner, Karin Barber, Isobel Hofmeyr, John Foley, Olayibi Yai, Edgard Sienaert, Brian Street, Noverino Canonici, Mark Turin, Daniela Merolla, Jan Jansen, Jeff Opland, and many others; some younger, some older, some living, some departed, scholars influenced by this great and humble intellectual and her body of work.
- Full Text:
- Date Issued: 2013
- Authors: Kaschula, Russell H
- Date: 2013
- Subjects: Folk literature -- Study and teaching -- Africa , Oral tradition -- Africa , Folklore and education -- Africa , Books -- Africa -- Reviews
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59355 , vital:27563 , https://doi.org/10.1080/13696815.2012.756804
- Description: I have in my possession a first edition, hard copy of Ruth Finnegan’s quintessential work, Oral Literature in Africa. It has a yellow cover, preserved by a plastic sheathe, it is a little frayed around the edges and has that old, musty library smell about it. I love and treasure this book. It is dedicated by Professor Finnegan ‘[t]o all my teachers’. Professor Finnegan is indeed one of my teachers. I properly met Ruth Finnegan at the second International Society for Oral Literature (ISOLA) conference in 1998, which I hosted at the University of Cape Town. She gave a keynote address which included reference to her seminal work and the future of oral literary studies. She has continually influenced our work as researchers following in her footsteps: Isidore Okpewho, Harold Scheub, Abiola Irele, Graham Furniss, Elizabeth Gunner, Karin Barber, Isobel Hofmeyr, John Foley, Olayibi Yai, Edgard Sienaert, Brian Street, Noverino Canonici, Mark Turin, Daniela Merolla, Jan Jansen, Jeff Opland, and many others; some younger, some older, some living, some departed, scholars influenced by this great and humble intellectual and her body of work.
- Full Text:
- Date Issued: 2013
Mbeki's African Renaissance Vision as Reflected in isiXhosa Written Poetry: 2005–2011
- Mona, Godfrey V, Kaschula, Russell H
- Authors: Mona, Godfrey V , Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174705 , vital:42502 , ttps://doi.org/10.1080/18186874.2018.1457616
- Description: IsiXhosa literary critics have not yet interrogated literature that was produced during and after the tenure of Thabo Mvuyelwa Mbeki as deputy president and president of the Republic of South Africa in order to study the impact of his African Renaissance doctrine. This article analyses poetry that was produced from 2005 to 2011. The content of the isiXhosa written poetry is profoundly influenced by the context of former President Mbeki's African Renaissance philosophy, its implementation structures and philosophy of self-confidence and self-reliance. The selected poems analysed and interpreted in this article suggest that Mbeki's legacy of the African Renaissance empowered poets to develop a narrative that advances the building of a regenerated South African nation and the African continent.
- Full Text:
- Date Issued: 2018
- Authors: Mona, Godfrey V , Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174705 , vital:42502 , ttps://doi.org/10.1080/18186874.2018.1457616
- Description: IsiXhosa literary critics have not yet interrogated literature that was produced during and after the tenure of Thabo Mvuyelwa Mbeki as deputy president and president of the Republic of South Africa in order to study the impact of his African Renaissance doctrine. This article analyses poetry that was produced from 2005 to 2011. The content of the isiXhosa written poetry is profoundly influenced by the context of former President Mbeki's African Renaissance philosophy, its implementation structures and philosophy of self-confidence and self-reliance. The selected poems analysed and interpreted in this article suggest that Mbeki's legacy of the African Renaissance empowered poets to develop a narrative that advances the building of a regenerated South African nation and the African continent.
- Full Text:
- Date Issued: 2018
Language rights, intercultural communication and the law in South Africa
- Kaschula, Russell H, Ralarala, Monwabisi K
- Authors: Kaschula, Russell H , Ralarala, Monwabisi K
- Date: 2004
- Subjects: Language policy -- South Africa , Courts interpreting and translating -- South Africa , Intercultural communication -- South Africa , Conduct of court proceedings -- South Africa , Linguistic rights -- South Africa , Multilingualism -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59434 , vital:27602 , https://doi.org/10.1080/02572117.2004.10587242
- Description: This article seeks to explore the present language scenario in courts of law. The article makes use of section 6 of the Constitution of the Republic of South Africa (1996), as a point of departure. At face value this section seems to entrench the language rights of individuals. This would mean that individuals could request trials to be held in their mother tongues, with fluent and competent speakers of that mother tongue sitting on the bench. However, this has not materialised. Contrary to popular opinion, the article argues that individual language rights are to some extent entrenched in the Constitution, but there are no mechanisms to secure such rights in the public domain. The article argues that it is often only language privileges that are preserved in institutions such as the justice system. Legally speaking, there is an obligation on the State to provide interpreters to facilitate access to all eleven official languages in courts of law. This in itself presents numerous challenges. The article argues further that the corollary to this is that there is very little space for intercultural communication in courts of law (as defined by Ting-Toomey, 1999, and Gibson, 2002). There has been little or no capacity building in this regard. It is English, to some extent Afrikaans, and the western cultural paradigm, which prevails. The result is further communication breakdown and language intolerance. In this article, the notion of language rights in courts of law is explored against the backdrop of existing theories of intercultural communication.
- Full Text:
- Date Issued: 2004
- Authors: Kaschula, Russell H , Ralarala, Monwabisi K
- Date: 2004
- Subjects: Language policy -- South Africa , Courts interpreting and translating -- South Africa , Intercultural communication -- South Africa , Conduct of court proceedings -- South Africa , Linguistic rights -- South Africa , Multilingualism -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59434 , vital:27602 , https://doi.org/10.1080/02572117.2004.10587242
- Description: This article seeks to explore the present language scenario in courts of law. The article makes use of section 6 of the Constitution of the Republic of South Africa (1996), as a point of departure. At face value this section seems to entrench the language rights of individuals. This would mean that individuals could request trials to be held in their mother tongues, with fluent and competent speakers of that mother tongue sitting on the bench. However, this has not materialised. Contrary to popular opinion, the article argues that individual language rights are to some extent entrenched in the Constitution, but there are no mechanisms to secure such rights in the public domain. The article argues that it is often only language privileges that are preserved in institutions such as the justice system. Legally speaking, there is an obligation on the State to provide interpreters to facilitate access to all eleven official languages in courts of law. This in itself presents numerous challenges. The article argues further that the corollary to this is that there is very little space for intercultural communication in courts of law (as defined by Ting-Toomey, 1999, and Gibson, 2002). There has been little or no capacity building in this regard. It is English, to some extent Afrikaans, and the western cultural paradigm, which prevails. The result is further communication breakdown and language intolerance. In this article, the notion of language rights in courts of law is explored against the backdrop of existing theories of intercultural communication.
- Full Text:
- Date Issued: 2004
Language policy and linguistic landscapes at schools in South Africa:
- Kaschula, Russell H, Kretzer, Michael M
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174635 , vital:42496 , https://doi.org/10.1080/14790718.2019.1666849
- Description: Language policy and Linguistic Landscapes (LL) are a highly contested area in South Africa. Due to Apartheid, the education system constitutes the core of such contestation. In Post-Apartheid South Africa the new Constitution of 1996, the South African Schools Act (SASA) and recent political initiatives such as the Use of Official Languages Act of 2012 form the foundation of language policy at schools. The Constitution declares 11 official languages on a macro-level. Nevertheless, English dominates the LL in South Africa. African Languages are significantly underrepresented in the public sphere. The vast majority of research emphasises the urban or semi-urban areas. This research tries to close the existing research gap with a broad comparative study in three research provinces.
- Full Text:
- Date Issued: 2019
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174635 , vital:42496 , https://doi.org/10.1080/14790718.2019.1666849
- Description: Language policy and Linguistic Landscapes (LL) are a highly contested area in South Africa. Due to Apartheid, the education system constitutes the core of such contestation. In Post-Apartheid South Africa the new Constitution of 1996, the South African Schools Act (SASA) and recent political initiatives such as the Use of Official Languages Act of 2012 form the foundation of language policy at schools. The Constitution declares 11 official languages on a macro-level. Nevertheless, English dominates the LL in South Africa. African Languages are significantly underrepresented in the public sphere. The vast majority of research emphasises the urban or semi-urban areas. This research tries to close the existing research gap with a broad comparative study in three research provinces.
- Full Text:
- Date Issued: 2019
International book donors and public libraries as partners in primary school literacy development in Kenya:
- Mose, Peter, Kaschula, Russell H
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174783 , vital:42509 , https://doi.org/10.1108/LM-05-2018-0046
- Description: The purpose of this paper is to explore the impact of international library materials aid in primary schools and to outline obstacles to effective utilization for maximum literacy benefits among primary school children. Data were gathered via interviews, observation, focus group discussions and document analyses.
- Full Text:
- Date Issued: 2019
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174783 , vital:42509 , https://doi.org/10.1108/LM-05-2018-0046
- Description: The purpose of this paper is to explore the impact of international library materials aid in primary schools and to outline obstacles to effective utilization for maximum literacy benefits among primary school children. Data were gathered via interviews, observation, focus group discussions and document analyses.
- Full Text:
- Date Issued: 2019
Intellectualisation of isiXhosa literature: the case of Jeff Opland
- Authors: Kaschula, Russell H
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67030 , vital:29022 , https://doi.org/10.17159/2309-9070/tvl.v.54i2.413
- Description: publisher version , The origins of the intellectualisation of written isiXhosa literature are often attributed to the missionaries John Ross and John Bennie. They set up a printing press in the Tyhume Valley which later became known as Lovedale Press. They introduced written isiXhosa in 1823 and for this they are acknowledged as the first to write and publish in isiXhosa. This article attempts to trace this intellectualisation process of isiXhosa literature, concentrating on a critique and assessment of the life-long work of Professor Jeff Opland, who has contributed enormously to the present understanding of both oral and written isiXhosa literature. It is argued in this article that his corpus of books and academic articles require some contextualisation within the broader debate of the continued intellectualisation of isiXhosa language and literature. Reference is also made to the Opland isiXhosa literature archive and its contribution to the further intellectualisation of isiXhosa literature. It is suggested in this article that Opland is one of the greatest contributors to academic debates concerning isiXhosa literature and history. Izibongo or oral poems written by, and about Jeff Opland are analysed to further enhance the context of his contribution.
- Full Text:
- Date Issued: 2017
- Authors: Kaschula, Russell H
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67030 , vital:29022 , https://doi.org/10.17159/2309-9070/tvl.v.54i2.413
- Description: publisher version , The origins of the intellectualisation of written isiXhosa literature are often attributed to the missionaries John Ross and John Bennie. They set up a printing press in the Tyhume Valley which later became known as Lovedale Press. They introduced written isiXhosa in 1823 and for this they are acknowledged as the first to write and publish in isiXhosa. This article attempts to trace this intellectualisation process of isiXhosa literature, concentrating on a critique and assessment of the life-long work of Professor Jeff Opland, who has contributed enormously to the present understanding of both oral and written isiXhosa literature. It is argued in this article that his corpus of books and academic articles require some contextualisation within the broader debate of the continued intellectualisation of isiXhosa language and literature. Reference is also made to the Opland isiXhosa literature archive and its contribution to the further intellectualisation of isiXhosa literature. It is suggested in this article that Opland is one of the greatest contributors to academic debates concerning isiXhosa literature and history. Izibongo or oral poems written by, and about Jeff Opland are analysed to further enhance the context of his contribution.
- Full Text:
- Date Issued: 2017
Indigenous languages and the media in South Africa:
- Authors: Kaschula, Russell H
- Date: 2006
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/175137 , vital:42546 , https://hdl.handle.net/10520/EJC15168
- Description: This article explores the status of South Africa’s indigenous languages and how they are being used in the media. More specifically, the performance of these languages in the print media, the broadcasting media and the Internet, is outlined. This is done against the backdrop of the South African Constitution, Section 6, which entrenches eleven official languages. Contrary to the Constitution’s provisions, it is found that the indigenous languages are achieving varying levels of success within the media. The reasons for this are outlined. Finally, the effects of globalisation on the indigenous languages within the media are assessed.
- Full Text:
- Date Issued: 2006
- Authors: Kaschula, Russell H
- Date: 2006
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/175137 , vital:42546 , https://hdl.handle.net/10520/EJC15168
- Description: This article explores the status of South Africa’s indigenous languages and how they are being used in the media. More specifically, the performance of these languages in the print media, the broadcasting media and the Internet, is outlined. This is done against the backdrop of the South African Constitution, Section 6, which entrenches eleven official languages. Contrary to the Constitution’s provisions, it is found that the indigenous languages are achieving varying levels of success within the media. The reasons for this are outlined. Finally, the effects of globalisation on the indigenous languages within the media are assessed.
- Full Text:
- Date Issued: 2006
In search of the African voice in higher education: the language question
- Authors: Kaschula, Russell H
- Date: 2016
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Educational change -- South Africa , Education, Higher -- South Africa , Multiligualism , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59274 , vital:27539 , http://dx.doi.org/10.5842/49-0-658
- Description: This article seeks to understand what South African universities are doing by making use of language as a tool or as an enabling voice towards Africanisation and transformation with particular reference to Rhodes University, which serves as a case study. Although many universities now have language policies in place and are part of an enabling policy environment, when it comes to using language as part of transformation and asserting an African voice, there are still policy implementation challenges. It is argued in this article that implementation of policy, including university language policies, is now a key indicator for two levels of transformation; namely the more superficially visible or visual representation transformation, as well as deeper curriculum transformation through appropriate language usage. It is the latter form of transformation that largely eludes the contemporary South African university, whether these are historically black universities (HBUs) or historically white universities (HWUs). With the exception of a few best practices that are highlighted in this article, it is argued that transformation of the curriculum remains a long-term process, in the same way that language policy implementation is an ongoing process and requires commitment at all levels of university managerial and academic culture. The African voice in higher education remains an elusive one; though it is gaining ground, as evidenced by the recent removal of the Cecil John Rhodes Statue at the University of Cape Town. Furthermore, there is evidence of selected ongoing curriculum and pedagogic transformation, as presented in this article.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H
- Date: 2016
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Educational change -- South Africa , Education, Higher -- South Africa , Multiligualism , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59274 , vital:27539 , http://dx.doi.org/10.5842/49-0-658
- Description: This article seeks to understand what South African universities are doing by making use of language as a tool or as an enabling voice towards Africanisation and transformation with particular reference to Rhodes University, which serves as a case study. Although many universities now have language policies in place and are part of an enabling policy environment, when it comes to using language as part of transformation and asserting an African voice, there are still policy implementation challenges. It is argued in this article that implementation of policy, including university language policies, is now a key indicator for two levels of transformation; namely the more superficially visible or visual representation transformation, as well as deeper curriculum transformation through appropriate language usage. It is the latter form of transformation that largely eludes the contemporary South African university, whether these are historically black universities (HBUs) or historically white universities (HWUs). With the exception of a few best practices that are highlighted in this article, it is argued that transformation of the curriculum remains a long-term process, in the same way that language policy implementation is an ongoing process and requires commitment at all levels of university managerial and academic culture. The African voice in higher education remains an elusive one; though it is gaining ground, as evidenced by the recent removal of the Cecil John Rhodes Statue at the University of Cape Town. Furthermore, there is evidence of selected ongoing curriculum and pedagogic transformation, as presented in this article.
- Full Text:
- Date Issued: 2016
Imbongi in Profile
- Authors: Kaschula, Russell H
- Date: 1993
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124689 , vital:35649 , https://www.jstor.org/stable/40238706
- Description: Today, many elements of the tradition have been discarded or adapted; nevertheless, the concept of singing praises still retains an identifiable character which is based on past tradition. In this tradition, the imbongi' s relationship with his audience and the function of his izibongo (poetry) within his society are of utmost importance. Any analysis of this communitarian art form will therefore have to take into account the context of the performance, the nature of the audience, and the role of the imbongi in a society which continues to be subject to socio-cultural and political pressures of unused intensity. My intention in this article is to provide a case study of Bongani Sitole, a contemporary imbongi, in order to instance some of the ways in which the tradition has adapted. During the course of the discussion mention will also be made of other iimbongi.
- Full Text:
- Date Issued: 1993
- Authors: Kaschula, Russell H
- Date: 1993
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124689 , vital:35649 , https://www.jstor.org/stable/40238706
- Description: Today, many elements of the tradition have been discarded or adapted; nevertheless, the concept of singing praises still retains an identifiable character which is based on past tradition. In this tradition, the imbongi' s relationship with his audience and the function of his izibongo (poetry) within his society are of utmost importance. Any analysis of this communitarian art form will therefore have to take into account the context of the performance, the nature of the audience, and the role of the imbongi in a society which continues to be subject to socio-cultural and political pressures of unused intensity. My intention in this article is to provide a case study of Bongani Sitole, a contemporary imbongi, in order to instance some of the ways in which the tradition has adapted. During the course of the discussion mention will also be made of other iimbongi.
- Full Text:
- Date Issued: 1993