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Talk-Exchanges As Determinant(S) of Power Relations in Topic Development in Selected Isizulu Drama Books

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TALK‐EXCHANGES AS DETERMINANT(S) OF POWER RELATIONS IN TOPIC DEVELOPMENT: A CRITICAL DISCOURSE ANALYTICAL INTERPRETATION WITH SPECIAL REFERENCE TO THE USE OF DIALOGUE IN SELECTED ISIZULU DRAMA BOOKS by SIPHO SAMUEL MYEZA Submitted in accordance with the requirements for the DOCTOR OF PHILOSOPHY IN LANGUAGE, LINGUISTICS AND LITERATURE in the subject African Languages at the UNIVERSITY OF SOUTH AFRICA PROMOTER: Prof. TM Sengani DECLARATION Name: Sipho Samuel Myeza Student number: 0639 922 3 DOCTOR OF PHILOSOPHY IN LANGUAGE, LINGUISTICS AND LITERATURE Title: TALK‐EXCHANGES AS DETERMINANT(S) OF POWER RELATIONS IN TOPIC DEVELOPMENT: A CRITICAL DISCOURSE ANALYTICAL INTERPRETATION WITH SPECIAL REFERENCE TO THE USE OF DIALOGUE IN SELECTED ISIZULU DRAMA BOOKS I, Sipho Samuel Myeza, declare that the above thesis is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. Sipho Samuel Myeza 27 January 2020 i DEDICATION I would like to dedicate this thesis to my family; my wife Hlakaniphile (MaGumede); my children; Fezokuhle, Minenhle and Thubelihle, my late parents; Bongekile (MaKhanyile) and Bhekinkosi Myeza and my late grandparents; Phathisiwe (MaNdlovu), Manzobushana Khanyile and Nomona (MaMthethwa), Mcakweni Myeza (May their souls rest in peace). ii ACKNOWLEDGMENTS I would like to express the deepest appreciation to my supervisor, Professor T.M. Sengani, who, despite my poor academic writing, supported, encouraged and believed that I am worth this academic achievement. His persistence and guidance cannot be ignored. He is a master of quality and authenticity. I would like to thank the whole team from the Department of African Languages at UNISA, especially Professor IM Kosch. Her heart, love, passion and humility are all her attributes. Her support has made me feel very special and warm in all corridors of UNISA. My appreciation would not have been fulfilled if I left out the Library Section personnel for their continuous support in providing available and valuable materials for my study. This was a very difficult study with scarce study materials but together with this team we rose above all odds. To this I wish to single out Mr. V. Kheswa for his unrelenting support despite my greatest demand. I also wish to thank Mrs P. Zengele and her team at ZENEDIT Professional Services who despite of their tight schedule and limited time but managed to do proofreading for this study. Their cooperation was marvellous. In addition, a thank you goes to my fellow KZN isiZulu Home Language Advisors; Mr S. Thango, Mr S. Gamede and Mrs N. Makhanya, for their academic support in analysing isiZulu drama books. My deepest gratitude also goes to my principal, Mr S.C. Magwaza, the entire staff (both academic and administrative) and my grade 12 learners at Dr J.L. Dube High School in KwaMashu for their encouragement and support. It would be very unkind of me to forget Mrs TP Shabalala, my former teacher at Inhlakanipho High School and a colleague in KwaMashu Central isiZulu Cluster Committee, for her mentorship and guidance in developing literary styles and skills. My last thank you goes to my family: my wife; Hlakaniphile (MaGumede), my two beautiful daughters; Fezokuhle and Thubelihle and my handsome son, Minenhle. Thank you, for giving me time, support and love to write this thesis despite ignoring your pressing demands for your daily activities. Thank you guys, I love you! You are the best! iii ABSTRACT In every setting of human space there is hierarchy. At home there are parents and children while in social structures there are organisations/institutions and leaders, all of whom carry their positions with them. All these hierarchies are embedded in a web of mutual relations, but to a greater extent, power relations as others abuse their positions while some are subjugated and controlled. This study critically analyses talk exchanges in power relations within topic development. It draws its analytical viewpoint from twelve selected IsiZulu drama books with an aim of demonstrating power relations as embedded in language and literature in particular. The following are some of the elements of the discussion that highlight talk exchanges and power relations, namely, maxim of conversation, interruptions and interjections, dominance and control, power of language and turn- taking, to name a few. To analyse data, written conversations are clustered based on themes as expounded by (Vaismoradi, et al, 2016:101). Themes were then analysed using the conditions of agreement (similar cases) and differences within the scope of Analytical Comparisons. As the findings, the study revealed that talk exchanges are elements of power relations in topic development. Further, the findings also contributed to the understanding that power abuse has been institutionalised along the line of institutions, race, gender and age. The findings further highlight that most drama books have themes that share method of agreement and lesser of the condition of difference. The study further highlights that written texts of human engagement keep records of social cohesion and cohabitation. Furthermore, if such coexistence is discorded by power (dominance and control), resistance interjects. Keywords: Dominance, talk exchanges, Critical Discourse Analysis, Analytical Comparison, control, resistance, power, turn-taking, topic management, drama, power relations, institutions, texts, conversation/dialogue. iv UCWANINGO NGAMAFUPHI Kukho konke ukuhleleka nokuhlalisana kwabantu kuba khona izigaba zokuhola ezingamazinga ahleleke ngobulunga bakhona. La mazinga siwathola emakhaya esiphila kuwo lapho abazali kuyibo abayizinhloko zemindeni bese kuthi emphakathini nasezikhungweni zombuso khona kube nabaholi abahola lezo zakhiwo. Kula mazinga okuhola abaholi baba namava kanye namagalelo abo okuhola ukuze kube khona ukuphilisana. Kuye kube yiwo-ke lawo magalelo agcina esenike abanye abaholi amandla bese kudaleka ukungalingani kokuphathwa okugcina sekuholele ekucindezelweni kwabanye kanye nokunyathelwa kwamalungelo abo. Lolu cwaningo luhlolisisa nzulu ukukhula kwengxoxo ebudlelwaneni lapho abanye abantu benamalungelo angalingani. Lolu cwaningo lwenziwa ezincwadini ezikhethiwe zomdlalo zolimi lwesiZulu ngenhloso yokugqamisa ukuthi ulimi kanye nombhalo ikhona okwengamele isimo sobudlelwano lapho abantu benawo amalungelo alinganayo. Izimo ezithize enkulumeni (maxim of conversation) ezinjengokuphazamiseka, ukungena emlonyeni, ubukhondlakhondla nokulawula, amandla olimi kanye nokunikezana ithuba lokukhuluma, ukuphawula okumbalwa nje, yizo kanye ezizogqamisa inkulumo mpendulwano kanye nesimo sobudlelwano lapho abantu bengenawo amalungelo alinganayo. Ukulucubungula kahle ulwazi olutholiwe okuyinkulumo ebhaliwe, ihlelwa kahle ngezindikimba ngengoba kubeka (uVaismoradi, nabanye, 2016:101). Lezi zindikimba zicubungulwe ngohlelo olukhomba ukuvumelana kanye nokuphikisana ezihlelwe ngezimiso ze- Analytical Comparisons. Lolu cwaningo-ke lukwazile ukugqamisa ukuthi inkulumo mpendulwano/ukunikezelana amathuba okukhuluma kunesandla ekuvezeni isimo sobudlelwano lapho abantu bengenawo amalungelo alinganayo ekukhuleni kwenkulumo. Okunye futhi lukwazile ukugqamisa ukuthi ukubukisa ngamandla lokhu sekuphenduke kwaba wumthetho ezikhungweni, ngokobuhlanga, ubulili kanye nangeminyaka. Lubuye lwaveza futhi nokuthi lezi ncwadi zigqamisa kakhulu izindikimba ezinokuzwana kakhulu kunalezo ezinomqondo ophikisanayo. Lolu cwaningo luqhubeka luqhakambise ukuthi umbhalo ongokuxhumana kwabantu ugcina ulwazi ngokubumbana kanye nokuhlalisana kwabo. Ngaphezu kwalokho kuyavela kulolu cwaningo v ukuthi uma lokho kuphilisana kwabantu kuphazamiseka ngenxa yokukhondlakhondla kanye nokulawula, kuholela ekubhekaneni ngeziqu zamehlo. Amagama asemqoka: ukuqhoqhobala, ukukhuluma ngokudedelana, Ukucwaningwa Okunzulu Kwengxoxo, Ucwaningo Oluqhathanisayo, ukulawula, ukuhonga, amandla, ukudedelana, ukulawula inkulumo, umdlalo, ubudlelwano obuqhakambisa ukungalingani, izikhungo, umbhalo, inkulumo mpendulwano. vi TABLE OF CONTENTS CHAPTER 1 INRODUCTION AND ORIENTATION OF THE STUDY 1.1 Introduction 1 1.2 Background to the problem 4 1.3 Statement of the hypothesis 6 1.4 Research questions 8 1.5 Aim and objectives 8 1.5.1 Aims of the Study 8 1.5.2 Objectives of the Study 8 1.6 Justification of the study 9 1.7 Significance of the study 9 1.8 Research methodology 12 1.9 Definition of terms and concept clarification 18 1.10 Limitations of the Study 23 1.11 Organisation of the Study/ Chapter Outline 23 1.12 Conclusion 24 vii CHAPTER 2 LITERATURE REVIEW 26 2.1 Introduction 25 2.1.1 Talk‐exchanges as diologue 27 2.2. Issues of talk‐Exchanges and power relations 34 2.2.1 Talk‐exchanges and difference of power 34 2.2.2 Power and power relations 37 2.3 The nature of talk 41 2.3.1 Power relations and gender 44 2.4 Power relations in African perspective 48 2.4.1 Missionaries and Christianity 50 2.4.2 Black resistance to White supremacy 52 2.4.3 The impact of Western education on African society 58 2.4.4 The rise of the Black elite 58 2.4.5 Culture undermined 59 2.5 Conclusion 62 CHAPTER 3 THEORETICAL FRAMEWORK 63 3.1 Introduction 63 3.2 Critical Discourse Analysis 66 3.2.1 CDA as a redress paradigm 66 viii 3.2.2 CDA and rhetoric 70 3.2.3 CDA in mitigation of power relations 72 3.2.4 CDA on cognition 75 3.2.5 CDA and legitimation of dominance and control 77 3.3 Social constructionism 80 3.3.1 The theoretical view of social constructionism on talk‐exchanges 81 3.3.2 Social constructionism and
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    Ladysmith Black Mambazo & Vusi Mahlasela Study Guide Table of Contents 1. Welcome ...................................................................................3 2. Theater Etiquette ....................................................................4 3. Unit-Long Understanding Goals ............................................5 Each section includes questions for understanding (at the beginning) and exercises (at the end). These can be used to help students integrate the material presented into subjects they are already studying in the classroom, and are designed to meet some of the requirements of the Reading/Language Arts Framework and Visual and Performing Arts Content Standards for California Public Schools.* 4. About the SchoolTime Program .............................................7 5. About the Artists .....................................................................8 6. About the Art Form: Isicathamiya .......................................17 7. History: South Africa ...........................................................23 8. Teacher Evaluation Form .....................................................28 9. Student Evaluation Form .....................................................29 * Material contained in this Study Guide can be used to implement lessons that meet the Visual and Performing Arts content standards for California public schools. A full list of VAPA standards and content standards for related disciplines such as history and social studies can be found on line at: http://www.cde.ca.gov/be/st/ss/index.asp
  • Ladysmith Black Mambazo Ladysmith

    Ladysmith Black Mambazo Ladysmith

    Ladysmith Black Mambazo Thursday, February 28, 2019 at 8:00pm This is the 919th concert in Koerner Hall Thulani Shabalala Sibongiseni Shabalala Thamsanqa Shabalala Msizi Shabalala Albert Mazibuko Abednego Mazibuko Mfanafuthi Dlamini Pius Shezi Sabelo Mthembu Ladysmith Black Mambazo For over 50 years, South Africa’s five-time Grammy Award winner, Ladysmith Black Mambazo, has warmed the hearts of audiences worldwide with their uplifting vocal harmonies, signature dance moves, and charming onstage banter. With a deep respect for both their cultural and personal history, Ladysmith Black Mambazo is ever-evolving with an eye toward a long musical legacy. Since the world discovered their powerful a cappella vocals from Paul Simon’s Graceland album, the original members have welcomed a younger generation in their mission, passing along the tradition of storytelling and spreading a message of peace, love, and harmony to millions of people the world over. The younger members, led by the four sons of group founder Joseph Shabalala, who joined the group almost 25 years ago, have infused the group with a youthful energy and the promise of a bright future. It was Nelson Mandela who anointed the group “South Africa’s cultural ambassadors to the world,” a designation the members carry with them with the highest honour. In 2017, the group released two albums that both were nominated for Grammy Awards, a first for a world music group. On Songs of Peace & Love For Kids & Parents, Ladysmith Black Mambazo shares their uplifting message with audiences of all ages through their music and the stories behind the songs. Their second album of 2017, Shaka Zulu Revisited, celebrated the 30th anniversary of their first Grammy Award-winning album, and fittingly won Best World Music Album in 2018.