AN EXAMINATION OF THE SUITABILITY OF SOME CONTEMPORARY SOUTH AFRICAN FICTION FOR READERS IN THE POST·DEVELOPMENTAL READING STAGE
HALF·THESIS
SUBMITIED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
by
LORNA COLE
DECEMBER 1991 TABLE OF CONTENTS (ii)
Page
Acknowledgements (iv)
Abstract (v)
Introduction (vii)
Research Methodology (x)
CHAPTER 1: READERS IN THE POST-DEVELOPMENTAL READING STAGE
1.1 A definition. 1 1.2 Characteristic requirements of readers in the post-developmental reading stage:- 5 1.2.1 Length of book 5 1.2.2 Abstract thinking and its implications 7 1.2.3 Searching for a sense of identity 10 1.2.4 Fantasy or reality? 12 1.3 A justification for the publishing of literature written specifically for children in the post-developmental reading stage. 23 1.4 South African literature for readers in the post-developmental reading stage. 29 1.5 Evaluation of the literature: Adults' or childrens' standards? 34
CHAPTER 2: A CRITICAL EVALUATION OF SOME INDIGENOUS WORKS OF FANTASY FOR CHILDREN IN THE IMMEDIATE POST-DEVELOPMENTAL READING STAGE: MARGUERITE POLAND'S THE MANTIS AND THE MOON AND ONCE AT KWA FUBESI
2.1 Introduction: Fantasy for the older child. 40 2.2 Marguerite Poland and indigenous oral literature. 44 2.3 The narrator and the "audience". 47 2.4 Settings. 49 2.5 Language and style. 53 2.6 Characters and characterisation. 58 2.7 Plots and themes. 62 2.8 Conclusion. 67 (iii) CHAPTER 3: CONTEMPORARY REALISM IN SOUTH AFRICAN FICTION: A CRITICAL EXAMINATION OF PIG BY PAUL GERAGHTY AND THE KAY ABOETIES BY ELANA BREGIN
Page
3.1 Introduction : Contemporary realism and adolescence. 68 3.2 The value of contemporary realism. 74 3.3 Some issues raised in Pig and The Kayaboeties: 79 3.3.1 Friendship. 83 3.3.2 Peer group pressure. 88 3.3.3 Racialism and the South African adolescent. 92 3.3.4 Relationships. 98 3.3.5 Language. 101 3.4 Realistic fiction in the classroom 104 3.5 Conclusion: The "Happy Ending" and realistic fiction. 105
CHAPTER 4: CONCLUSIONS
4.1 The upsurge in the publication of indigenous children's books. 107 4.2 Indigenous books: Too "good" to be popular? 109 4.3 A need for the promotion of the literature. 111 4.4 Meeting the requirements of children in the post-developmental reading stage. 114 4.4.1 Length of the books 114 4.4.2 Abstract thinkin~ 116 4.4.3 A sense of identity 117 4.4.4 Fantasy vs. Reality in South African literature 118 4.5 "Coming of age". 123
References 124 Newspaper reports and magazine articles 130
Annexures 131 ACKNOWLEDGEMENTS (iv)
I should like to acknowledge my sincerest gratitude to Mr Ken Durham, my supervisor, whose continual encouragement, pertinent advice and friendly assistance have been invaluable in enabling me to conduct this study.
My thanks are also extended to those members of staff of the Rhodes University Education Department who have shown an interest in this study and who have proffered assistance where relevant. I wish also to express my gratitude to Anne Warring of the National English Literary Museum who has so willingly helped me in gaining prompt access to relevant up-to-date newspaper clippings and magazine articles.
My manuscript typist Mrs Heather Lister deserves a special thanks for having borne so patiently with my alterations and amendments.
To those children who willingly volunteered to participate in this study, I wish to record my gratitude for your enthusiasm and your interesting views and observations.
I should also like to place on record the encouragement of my mother and the support of those friends who have taken care of my children when the necessity has arisen.
Finally, I wish to thank my family, my husband Shaughan, my children Catherine, Bridget and Brendan, without whose enduring patience this study could not have been completed. ABSTRACT (v)