DOCSLIB.ORG

Amakhosi Theatre Ako Bulawayo, Zimbabwe

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Amakhosi Theatre Ako Bulawayo, Zimbabwe AN EXAMINATION OF AN AFRICAN POSTCOLONIAL EXPERIENCE OF LANGUAGE, CULTURE, AND IDENTITY:AMAKHOSI THEATRE AKO BULAWAYO, ZIMBABWE Violet B. Lunga B.A.(Hons.), University of ZimbabweJ982 Grad. CE., University of Zimbabwe,l987 M.A., University of Zimbabwe,l990 THESIS SUBMITIED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Philosophy in the Faculty of Education O Violet B. Lunga 1997 SIMON FRASER UNIVERSITY October 1997 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. National Library '. Bibliotheque nationale of Canada du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliograph~ques 395 Weilfngton Street 395. we Wellmgton Ottawa ON KIA ON4 Ottawa ON K 1A ON4 Canada Canada Ymr hb Vorre reference Our file Kolre reference The author has granted a non- L'auteur a accorde une licence non + exclusive licence allowing the exclusive pennettant a la National Library of ~anadato Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, prster, dstnbuer ou copies of hsthesis in microform, vendre des copies de cette these sous paper or electronic formats. la forme de microfichelfilm, de ' reprodwtion sur papier ou sur format electronique. , The .author retains ownership of the auteur conserve la propnete du copyright in hsthesis. Neither the droit d'auteur qui protege cette these. thesis nor substantial extracts from it Ni la these ni des extraits substantiels may be printed or othenvise de celle-ci ne doivent Ztre imprimes .reproduced . without the author's ou autrement reprohits sans son permission. autorisation. APPROVAL Name: Violet Bridget Lunga , a Degree: Doctor of Philosophy Title of Thesis: An Examination of an African Postcolonial Experience of Language, Culture, and Identity: Amakhosi Theatre ako Bulawayo, Zimbabwe Examining Committee: Chair: Heesoon Bai Dennis Sumara, Associate Professor ~enioiSupervisor Kelleen Toohey, Associate'rrofessor Member Suzanne decastell, Professor Member Stephen Smith, Associate ProfessL, InternalIExternal Examiner Daniel A. Kin, Assistant Professor Department of Anthropology (Faculty of Arts) and the Faculty of Education York University 4700 Keele Street, North York, Ontario M3J 1P3 External Examiner Date Approved V31L 1Uq7 ABSTRACT Can colonised peoples in Africa use languages of their colonisation without re-inscribing their own colonisation and/or losing their own languages and cultures? This is one of the questions at the centre of the debate about the use of English in postcolonial Africa. The debate is concerned with whether or not to use English to express African cultural identities. Some critics reject English for its complicity in colonialism. In this argument, English is regarded as a threat to indigenous languages and cultures. On the other hand, some critics view English as a 'permanent' feature of postcolonial Africa and also as a language which connects Africa to the rest of the world. In this perspective English is useful for pragmatic purposes. Thus there is usually an either/or response to the question about English. For me, the answer lies in a both/and explanation. That is, in the use of both the colonial and indigenous languages. A both/and perspective allows for the exploration of the contradictions of postcolonial identity. Using Amakhosi theatre of Bulawayo, Zimbabwe, I explore the way in which postcolonial identity in Zimbabwe takes shape at the intersection of the colonial and the indigenous languages. The space where English and the indigenous language, here Ndebele, intersect is conceptualised as a hybrid space. Exploring this space is useful for understanding colonial and postcolonial experiences. The study is also necessary for understanding postcolonial agency, that is, the ways in which colonised people position themselves in relation to the colonial experience and the ways they shape their own identities, cultures and languages. The dissertation illustrates the impulse of internalisation of colonial structures as accompanied by the interrogation of the colonial. Using Amakhosi plays, I question the idea of postcolonial identity as a location of confusion, iii undecidedness and weakness. Amakhosi illustrates postcolonial space as productive and creative and as a location where colonised peoples take charge of the formation of their identities, languages and cultures. The hybrid space is also conceptualised as an ambivalent space, that is, as a space where English is challenged and accommodated simultaneously. The space also marks the assertion of Ndebele. But at same time Ndebele is asserted and reclaimed, it is also adapted and changed. The hybrid space announces a new language and new culture which is always being formed and fabricated. As an educator I am interested in the relevance of the hybrid space for the conception of a curriculum for Zimbabwe. I argue that a curriculum for postcolonial Zimbabwe will have to be hybrid, that is, it will have to incorporate the colonial and the indigene. Dedication To my children, Michelle Nkosinomsa, Leanne S. Nothabo and Bradley S. Thando Lunga, for allowing me to pursue my dream away from home and doing without what you needed most. This work was written so that you will not forget. For our future is in our remembering. To my parents, R. E. Moyo and Martha Moyo, who have become my children's parents. For your energizing love, support and trust. Acknowledgments First of all I must express my indebtedness to Dr. Dennis Sumara for helping me to find words to articulate what I have wanted to say. I thank him for setting me off onto an exciting path. I also acknowledge his very rewarding critical insights into my work, his exceptional scholarship, human understanding, and commitment to academic excellence. I appreciate his critical feedback and genuine interest. I shall always remember the countless conversations we had, out of which this work grew. Dennis Sumara has never been too busy to listen to my concerns and to ask me good questions. Above all I thank him sincerely for believing in my work. My gratitude also go to Dr Suzanne de Castell whose critical comments helped shape my initial ideas. To Dr. Kelleen Toohey, thank you for your contributions to my work. I would like to offer my heartfelt thanks to my 'sibare', Larry Kuehn for his constructive critique of the manuscript and for editing the work. I express my gratitude to Thokozile Barbara Muthwa-Kuehn, my friend, colleague and sister for her constant encouragement and prayers. In the absence of my mother, Thokozile nurtured and supported me in countless ways. I should also mention Robinah and Kennedy Matende who have become my family in Canada. I would also like to express my gratitude to my colleagues in Education graduate studies. I must single out Glen Brown for his tremendous resourcefulness in the Ph. D office. My graitude is extended also to Susan Gyrofsky and family and Celeste Schroeder for their collegial support and encouragement. I express my sincere appreciation to Dr. Roland Case for his generous support in my graduate work at Simon Fraser university. To Shirley Heap in the graduate studies office and to the staff in the Centre of Education and Technology, a special note of thanks for their patience and support. My heartfelt thanks go to my family in Zimbabwe for believing in me and for their constant support and loving encouragement. This dissertation would not have been written without my parents who gave birth to me and took care of my children in my absence. I thank my brother Dr. Stanley Moyo for leading the way, for his aitical insights into the work and for editing and sorting out my references. To Maureen, my sister and her family, a big thank you for being a 'small' mother to my children. To Mavis Sithembile, my sister, thank you for being a 'big' mother to my children. I would also like to appreciate my younger brother John, for his encouragement and for being part of my family. I wish to thank my dear husband, Lameck, for setting me free to pursue my dream and for offering me constant support and encouragement. I feel honoured to have worked briefly with Amakhosi ako Bulawayo. I am very grateful to them for allowing me to work with them. They are doing significant work in Zimbabwe. Umkhulu lumsebenzi. I would like to single out Cont Mhlanga for the tremendous leadership of Amakhosi productions. I sincerely thank Fortune Ruzungunde in Bulawayo, for supplying me with videos and numerous documents about Amakhosi. And most of all I thank iNkosi Yama Khosi, my God. Bayete! vii Table of Contents .. Approval .....................................................................................................................................ii Abstract .................................................................................................................................111-iv.... Dedication .................................................................................................................................. .v ... Acknowledgments .......................................................................................................... vi-viii Introduction: Mapping African Postcoloniality: Linguistic and Cultural Spaces of Hybridity ...............................................................................................................1-36 Chapter 1: The Language Question: African Perspectives ......................................... 37-69 Chapter 2: Theatre,
Load more

Recommended publications
  • An Analysis of the Classroom Language Of
    AN ANALYSIS OF THE CLASSROOM LANGUAGE OF PRIMARY SCHOOL STUDENT-TEACHERS WITH REFERENCE TO ITS INTERLANGUAGE FORMS, COMMUNICATIVE ACTIVITIES AND INSTRUCTIONAL STRATEGIES WITH IMPLICATIONS OF THESE FOR TEACHER TRAINING IN ZIMBABWE by P. H. MHUNDWA THESIS SUBMITTED IN FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF DOCTOR OF PHILOSOPHY AT THE UNIVERSITY OF LONDON INSTITUTE OF EDUCATION SEPTEMBER 1987 2 ABSTRACT This study was designed to analyse and to describe the language of non-native student-teachers who use English as a medium of instruction and who also teach it as a subject. The aim was to describe the formal and functional features of the variety of English they use and to discover whether it constitutes a language system that applies identifiable and descriptively adequate sets of rules. In his analysis, the researcher discussed definitions and 'general properties' of communication to establish criteria within which communicative activities were described in terms of information structuring by student-teachers and information processing by learners. He observed that student-teachers' language generally consists of systematically occuring features that constitute a spoken interlanguage that can be described as a language in its own right. He also observed that the interlanguage variety consists of syntactical and stylistic features some of which are identical to those that characterise native-speaker discourse. At the level of communication, the reseacher observed that student-teachers' and pupils' communicative utterances tend to be defective in situations where higher order thinking processes and ideas need to be articulated in the L2. Another important observation was that student-teachers do not adequately use their interlanguage to realise the important pedagogical functions of explaining, elaborating and classifying key concepts and issues that arise in teaching/learning situations.
    [Show full text]
  • The Conference Program
    INTERNATIONAL LINGUISTIC ASSOCIATION ENGLISH—GLOBAL AND LOCAL 58th Annual Conference Kingsborough Community College April 12-14, 2013 On behalf of the International Linguistic Association, we extend a warm welcome to all the participants in this conference. We acknowledge with gratitude the generosity of Kingsborough Community College in hosting it and the College’s Department of English in officially sponsoring it. We owe special thanks to Kingsborough’s Associate Provost Reza Fakhari and Professor Martha Cummings for taking care of the on-site organization. Alice Deakins Cathy McClure Kate Parry Conference Co-Chairs CONFERENCE OVERVIEW Individual presentations are identified by abstract number. The numbers are listed in proposed order of presentation. The letters A, B, and C indicate rooms. Each presentation will last 20 minutes with 5 minutes for questions. FRIDAY, April 12 A B C 2:30-3:45 LINGUISTIC HISTORICAL ENGLISH IN HIGHER LANDSCAPES PERSPECTIVES EDUCATION 14, 90, 86 38, 21, 27 22, 77, 6 4:00-5:40 DIGITAL DISCOURSE MORPPHOLOGY AND WRITING IN ENGLISH 9, 37, 18, 64 SYNTAX 30, 29, 31, 49, 69, 56, 33, 34 6:00-7:00 PLENARY - Luis H. Francia: Philippine English: burden or benediction? 7:00-8:30 RECEPTION SATURDAY, April 13 A B C 8:30-9:45 ROLE OF ENGLISH IN ENGLISH IN LINGUISTIC TEACHER TRAINING FOR A IDENTITY HYBRIDIZATION GLOBAL WORLD CONSTRUCTION 63, 36, 53 74, 4, 5 82, 40,,66 10:00- ATTITUDES TOWARDS SEMANTICS AND VOICE AND IDENTITY IN 11:15 ENGLISH PRAGMATICS THE ENGLISH CLASSROOM 68, 57, 51 91,16, 35 26, 61 (panel with two papers) 11:30- PLENARY 12:30 Janina Brutt-Griffler: Encounters with English: present-day English in a multilingual world.
    [Show full text]
  • 17 World Englishes and Their Dialect Roots
    Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2020 World Englishes and their dialect roots Schreier, Daniel Abstract: This chapter investigates the persistence and development of so-called dialect roots, that is, features of local forms of British English that are transplanted to overseas territories. It discusses dialect input and the survival of features, independent developments within overseas communities, including realignments of features in the dialect inputs, as well as contact phenomena when English speakers interact with those of other dialects and languages. The diagnostic value of these roots is exemplified with selected cases from around the world (Newfoundland English, Liberian English, Caribbean Englishes), which are assessed with reference to the archaic/dynamic character of individual features in new-dialect formation and language-contact scenarios. DOI: https://doi.org/10.1017/9781108349406.017 Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-198161 Book Section Published Version The following work is licensed under a Publisher License. Originally published at: Schreier, Daniel (2020). World Englishes and their dialect roots. In: Schreier, Daniel; Hundt, Marianne; Schneider, Edgar W. The Cambridge Handbook of World Englishes. Cambridge: Cambridge University Press, 384-407. DOI: https://doi.org/10.1017/9781108349406.017 17 World Englishes and Their Dialect Roots Daniel Schreier World Englishes developed out of English dialects spoken throughout the British Isles. These were transported all over the globe by speakers from different regions, social classes, and educational backgrounds, who migrated with distinct trajectories, for various periods of time and in distinct chronolo- gical phases (Hickey, Chapter 2, this volume; Britain, Chapter 7,thisvolume).
    [Show full text]
  • Corpus of Zimbabwean English at the University of Zimbabwe Computer Centre
    The African e-Journals Project has digitized full text of articles of eleven social science and humanities journals. This item is from the digital archive maintained by Michigan State University Library. Find more at: http://digital.lib.msu.edu/projects/africanjournals/ Available through a partnership with Scroll down to read the article. Zambezia (1993), XX (H). RESEARCH REPORT CORPUS OF ZIMBABWEAN ENGLISH AT THE UNIVERSITY OF ZIMBABWE COMPUTER CENTRE W. E. LOUW Department of English, University of Zimbabwe and JOSEPHINE JORDAN Department of Psychology, University of Zimbabwe Abstract A corpus of Zimbabwean English comprising Dawson's Structures and Skills in English and Grant et al, English for Zimbabwe: an English course for secondary schools is available on computer tapes at the University of Zimbabwe Computer Centre. Also on tape is the dictionary hie which lists in alphabetical order all the words contained in the books, together with a frequency Hie, which lists the words in order of use. The corpus provides a readily accessible source of lexical items encountered in Zimbabwe secondary schools and demonstrates the employment of these lexical items in grammatical structure and idiom. BETWEEN OCTOBER 1987 and December 1993 a partial corpus of Zimbabwean English was captured and installed at the University of Zimbabwe Computer Centre. The corpus contains two sets of secondary school English Language textbooks, each comprising four volumes. The series are Dawson, Structures and Skills in English and Grant et al., English for Zimbabwe. The corpus is housed on a 2 400 foot magnetic tape which occupies 3,5 megabytes when fully loaded and has 592 994 words (tokens) of running text.
    [Show full text]
  • Lntroduction
    BerndKortmann and Kerstin Lunkenheimer lntroduction 1 Backgroundand history of this atlas This atlas offers a large-scaletypological survey of morphoslmtactic variation in the Anglophone world, basedon the analysisof 3OLl and 18indigenized L2varieties of English as well 25 English-basedpidgins and creolesfrom eight different world regions (Africa, Australia, the British Isles, the Caribbean,North America, the Pacific, South and SoutheastAsia and, as the borderline caseof an Anglophone world region, the South Atlantic). It is the outgrowth of a major electronic databaseand open accessresearch tool edited by the present editors in 2Oll (The electronicWord Atlas of Varietiesof English,short: eWAVEThttp://www.ewave- atlas.org/) and is a direct, but far more comprehensivefollow-up of the interactive CD-ROMaccompanying the Mouton de GruyterHandbook of Varietiesof English(Kortmann et al. 2oo4), Whereasthe grammar part of the latter survey was based on 75 morphoslmtacticfeatures in 46 varieties of English and English-based pidgins and creoles worldwide, its successor,the WAVEdatabase (WAVE short for: World Atlas of Vaiation in English),holds information on 235morphosyntactic features in74 datasets, i.e. about five times as much de- tail and information. The idea underlying the design of WAVEwas to createa considerablylarger and more @ fine-graineddatabase and researchtool than back in 20O4,especially one that is less Ll-centred. As a proper atlas should, WAVEis intended to survey and map the morphosyntacticvariation spacein the Anglophone world and to help us explore how much of this variation spaceis made use of in different (clustersof) varieties of English, and to what extent it is possibleto correlatethe structural profiles for indi- vidual and goups of varietieswith, for example, geography,socio-history or generalprocesses of language change,language acquisition and languagecontact.
    [Show full text]
  • The Indigenization of English Vowels by Zimbabwean Native Shona Speakers
    African Englishes: The Indigenization of English Vowels by Zimbabwean Native Shona Speakers by Maxwell Kadenge, D.Phil. [email protected] Department of Linguistics, University of the Witwatersrand Maxwell Kadenge (B.A. Hons, D.Phil.) is a Lecturer in the Department of Linguistics at the University of Zimbabwe. He is currently engaged as a Postdoctoral Research Fellow in the School of Literature and Language Studies at the University of the Witwatersrand where he is carrying out research on various aspects of the phonological and morphosyntactic structures of Southern Bantu languages and Zimbabwean English. Abstract This research is largely inspired by the increasing literature chronicling the worldwide emergence of “new Englishes” (Deyuan and David, 2009:70), particularly their subtype known as “African Englishes” (Mutonya, 2008:434). Although the variety of English that is spoken in Zimbabwe is clearly a distinct variation of African English, however it has not received significant attention from both theoretical and applied linguists. In this context, this study seeks to critically examine the vocalic characteristics of the variety of English that is predominantly spoken as a second language (L2) in Zimbabwe. In this regard, this exploratory research adopts a highly observational data collection method and qualitative data analysis approach in order to insightfully investigate the influence of native Shona phonology on the pronunciation of English vowels by Shona-English bilinguals. The main focus of this research is to analyze how native English simple monophthongs and complex vowels such as long monophthongs, diphthongs and triphthongs are pronounced by Shona-English bilinguals. This study shows that first language (L1) Shona speakers employ simplifying strategies such as monophthongization of diphthongs and glide epenthesis in order to reduce English diphthongs and triphthongs to five simple monophthongs corresponding to [i, e, a, o, u].
    [Show full text]
  • Land and Identity in Zimbabwean Fiction Writings in English from 2000-2010
    LAND AND IDENTITY IN ZIMBABWEAN FICTION WRITINGS IN ENGLISH FROM 2000 TO 2010: A CRITICAL ANALYSIS RUBY MAGOSVONGWE Town Cape Thesis presented for the degree of Doctor of Philosophy (PhD) in the School of Languages and Literature, Departmentof of African Languages and Literatures Faculty of Humanities University of Cape Town November 2013 University Supervisor: Professor Abner Nyamende, School of Languages and Literature, Department of African Languages and Literatures Co-Supervisor: Professor Zifikile Makwavarara, Department of African Languages and Literature/Post-Graduate Centre, University of Zimbabwe 1 The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgementTown of the source. The thesis is to be used for private study or non- commercial research purposes only. Cape Published by the University ofof Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University Respectvie geographical settings of fictional narratives and site visits Field visits made across Zimbabwe include the following places: Chipinge, Town and Southdown Estates: August 2010 Mutare, Mutare Central, Mutare South and peri-urban, Penhalonga Marondera, Chihota Communal Lands Harare, Mbare, Chitingwiza, Harare North/Charlotte Brooke and Harare South Bindura Gweru Bulawayo Matabeland North, Hwange, Victoria Falls 2 CHAPTER ONE INTRODUCTION 1.0 Preamble Zimbabwean history has shown that land ownership and cultural identities are intertwined. Apart from it being the nexus of existence, land among the indigenous ethnic groupings, is viewed as an essential key to people’s sense of belonging and self- knowledge. Lineages trace lands previously traversed and settled upon, including forebears’ feats and foibles, which records are passed down through totemic recitations, rituals and land traditions that remind families, communities and individuals about their anchoring, bundle of duties, responsibilities and privileges within the geographical spaces that they occupy.
    [Show full text]
  • ERROR ANALYSIS of GRADE 12 PUPILS' in ENGLISH EXPOSITORY by SIMBEYE RACHEAL MWAKA a Dissertation Submitted to the Universit
    ERROR ANALYSIS OF GRADE 12 PUPILS’ IN ENGLISH EXPOSITORY COMPOSITIONS: A CASE OF SELECTED SECONDARY SCHOOLS IN NAKONDE DISTRICT ZAMBIA BY SIMBEYE RACHEAL MWAKA A Dissertation Submitted to the University of Zambia in partial fulfillment of the requirements for the Award of a Degree of Masters of Education (Applied Linguistics) The University of Zambia Lusaka 2016 i DECLARATION I, Racheal Mwaka Simbeye, hereby declare that this dissertation represents my own work and that it has not been previously submitted for a degree at this or any other University. Signed: ………………………………………………….. Date : …………………………………………………… i DEDICATION This dissertation is dedicated to , my children Wila Maimbo Sikanyika and Alinani Sikanyika. My brother in-law Mr. George Siziya .My sisters; Rose, Mwiche and Maimbo. They exercised patience and rendered encouragement during the course of my study. My sister Maimbo for sending me a laptop which has made my study more effective. ii APPROVAL This Dissertation of Simbeye Racheal Mwaka is approved as fulfilling part of the requirement for the award of Master of Education (Applied Linguistics) at the University of Zambia. EXAMINERS 1. Date: ……………………………….. 2. Date: ………………………………… 3. Date:…………………………………. iii ACKNOWLEDGEMENTS I wish to acknowledge the valued contributions of many people without whom the strains of this research would not have been achieved. I key tribute to my academic supervisors Dr J. Simwinga and Dr .D. Banda, for their valuable contribution in shaping up the research. Indeed they need to be thanked for their continual support and guidance, without which my task would not have been accomplished. I greatly appreciate their words of encouragement. These two scholars have been an inspiration to me and if I have researched these heights, they deserve the commendation more than I do.
    [Show full text]
  • Zimbabwean and Trinbagonian Literatures
    THE ENGLISH LANGUAGE AND THE CONSTRUCTION OF CULTURAL AND SOCIAL IDENTITY IN ZIMBABWEAN AND TRINBAGONIAN LITERATURES A Thesis Submitted to the College of Graduate Studies and Research in Partial FuWllment of the Requirements for the Degree of Doctor of Philosophy in the Department of English University of Saskatchewan Saskatoon BY Edmund Olushina Bamiro Fall 1997 (C) Copyright Edmund 0. Bamiro, 1991. All rights reserved. National Library Bibliottkque nationale du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395, rue Wellington WONKtAON4 Ortawa ON KIA ON4 Canada Canada The author has granted a non- L'auteur a accorde me licence non exclusive licence allowing the exclusive permettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, prster, distribuer ou copies of this thesis in microform, vendre des copies de cette these sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format electronique . The author retains ownership of the L'auteur conserve la propriete du copyright in this thesis. Neither the droit d' auteur qui protege cette these. thesis nor substantial extracts £?om it Ni la these ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent etre imprimes reproduced without the author's ou autrement reproduits sans son permission. autorisation. UNIVERSITY OF SASKATCHEWAN College of Graduate Studies and Research SUMMARY OF DISSERTATION Submitted in partial fulfiUmnt of the requirements for the DEGREE OF DOCTOR OF PEILOSOPHY by EDMUND OLUSHINA BAMIRO Department of English College of Arts md Science University of Saskatchewan Fall 1997 Examining Committee: Dr.
    [Show full text]
  • The Education Experiences of Zimbabwean Nurses Recruited to Undertake Pre-Registration Nurse Education in the UK Raviro Roselyne
    The education experiences of Zimbabwean nurses recruited to undertake pre-registration nurse education in the UK Raviro Roselyne Masamha Submitted in accordance with the requirements for the degree of Doctor of Education The University of Leeds School of Education April 2020 1 Intellectual Property and Publication Statements The candidate confirms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others. Sections of this thesis have appeared in publication as follows: Masamha, R.2018. The liability of foreignness: Decolonial struggles of migrants negotiating African identity within UK nurse education. In: de Jong.S., Icaza,R., Rutazibwa,O. ed. Decolonisation and feminisms in global teaching and learning. London: Routledge, pp.75-90. Masamha, R.2018. Post-it notes to my lecturers. In: de Jong.S., Icaza,R., Rutazibwa,O. ed. Decolonisation and feminisms in global teaching and learning. London: Routledge, pp.147-152. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement The right of Raviro Roselyne Masamha to be identified as Author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. i Acknowledgements I wish to acknowledge and express my sincere gratitude to: My supervisors - Helen Bradbury and Dr Rebecca O’Rourke, without whom I would not have been able to undertake or complete this research. Your unwavering support, your continuous guidance, your nurturing, your dedication and commitment and your care will never be forgotten.
    [Show full text]
  • Varieties of English 2
    KLAM.6185.cp02.019-036 5/17/06 5:25 PM Page 19 Varieties of English 2 CHAPTER PREVIEW Chapter 2 establishes a context for the discussions of English structure in later chapters by viewing English as a continuum of dialects and styles that contrast with each other in pronunciation, vocabulary, and grammar. Regional, social, and international dialects reflect who speakers are and where they come from geographically and socially. CHAPTER GOALS At the end of this chapter, you should be able to •Notice language differences in everyday usage. • Understand the difference between regional and social dialects. • Recognize that Standard American English provides a relatively uniform speech variety. Prior study of English grammar has usually left students with the impression that English is or ought to be uniform. Teachers and textbooks have often given students the idea that, in an ideal world, everyone would speak and write a uniform “proper” English, with little or no variation from an agreed-upon stan- dard of correctness. We do not want to give you that impression, for in fact it is the normal con- dition of English and of every other language to vary along a number of dimen- sions. Efforts to put the language (or its speakers) in a linguistic straightjacket by insisting on conformity at all times to a uniform standard are doomed to fail, for they go against the very nature of language: to be flexible and responsive to a variety of conditions related to its users and their purposes. ISBN: 0-558-13856-X 19 Analyzing English Grammar, Fifth Edition, by Thomas P.
    [Show full text]
  • Some Morphosyntactic Features and Variety Status of Zimbabwean English: a Corpus-Based Study
    Some morphosyntactic features and variety status of Zimbabwean English: A corpus-based study Thadeus Marungudzi Thesis submitted for the degree Doctor of Philosophy in English at the Vaal Triangle Campus of the North-West University Promoter: Prof. Bertus Van Rooy November 2016 DEDICATION To my mother Jerita Marungudzi nee Chikati i Acknowledgements Glory to God the Almighty for granting me good health and auspicious days during the course of the research culminating in this thesis. This thesis would not have seen the light of day without the dedicated and patient guidance and mentorship of my supervisor, Professor Bertus Van Rooy. Thank you for your always timeous, meaningful and enlightening comments at various stages of the writing of the thesis and for always being forthcoming when in various ways, I needed your assistance. I also want to thank all the individuals and organisations (not mentioned here for purposes of anonymity) who participated in the generation of spoken and written data for this thesis. Your contribution was invaluable. I would also want to thank Ms. Theresa Louw and Mrs Vongai Madzimure for their assistance with corpus transcription. To colleagues and friends in the department of English and Media Studies (GZU); Kizito Muchemwa, Golden Maunganidze, Pepukai Chiwewe, Amos Mushati and Tendai Mangena, thank you for your support and encouragement. To my ‘diasporan’ friends; Bob Marimbire, Pepukai Bengura and Mind Dhanere, thank you for believing in me and for cheering me on from across oceans and rivers. To members in the department of African Languages and Culture (GZU) including Godwin Makaudze, Khensani Madlome, Hellen Shoko and Faith Sibanda as well as Isaac Mhute (ZOU), thank you for the illuminating discussions on aspects of the thesis relating to Zimbabwean indigenous languages and for directing me to appropriate references.
    [Show full text]