DOCSLIB.ORG

The Study of the Tumbuka People of Zambia)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Study of the Tumbuka People of Zambia) University of Huddersfield Repository Mushibwe, Christine P. What are the Effects of Cultural Traditions on the Education of women? (The Study of the Tumbuka People of Zambia) Original Citation Mushibwe, Christine P. (2009) What are the Effects of Cultural Traditions on the Education of women? (The Study of the Tumbuka People of Zambia). Doctoral thesis, University of Huddersfield. This version is available at http://eprints.hud.ac.uk/id/eprint/9090/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ What are the Effects of Cultural Traditions on the Education of women? (The Study of the Tumbuka People of Zambia) CHRISTINE P. MUSHIBWE The University of Huddersfield School of Education and Professional Development A THESIS SUBMITTED TO THE UNIVERSITY OF HUDDERSFIELD IN PART FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF DOCTOR OF PHILOSOPHY June 2009 Dedication To my husband and my friend I owe it all to you To my lovely children Mwelwa, Kangwa, Muyeko and Sankhuleni This far my effort has come to inspire you to greater heights in your academic endeavours. Soar higher my children and never allow anyone to bring you down. The power to achieve greater heights lies in you! You can do it! To my daddy You have been my inspiration To God Be The Glory! Psalm 28:7….. The Lord is my strength and my shield; my heart trusts in him, and I am helped. My heart leaps for joy and I will give thanks to him in song! Abstract This study is an investigation of how cultural traditions can militate against the education of women in Zambia with a focus on the Tumbuka tribe. Ethnographic methods were employed over a period of three months in a village in the Eastern Province of the country. Data were collected through participant observation, focus group and in-depth interviews, narratives, and documents. A total of 47 participants comprised the sample. This research cuts through multidisciplinary fields such as social sciences, education and anthropology. Through thematic analysis data were analysed. Evidence in this research demonstrates that patrilineal groupings are strongholds of the patriarchal predisposition and that patriarchal attitudes and cultural traditions do not recognize women as equal partners with men. The Tumbuka women‟s experiences and beliefs reflect socio-cultural traditional norms that tend to limit gender equality, and compel women to accept and justify male domination at the expense of their own status and to regard consequent inequalities as normal. Evidence demonstrates that the initiation rites, an active institution for girls of pubescent age, interfere more with the school-based education of girls. The women are active social agents as well as passive learners who will not allow the girls they are coaching to question the reason or purpose for some traditional practices that are oppressive and directly cause them to fail to complete their schooling successfully. The strong hold that the cultural traditions has on the locals has further resulted in conflicts with modern schooling, which is viewed as disseminating „white‟ man‟s culture and values. Established in this research is the fear and suspicion that the locals have on the outcome of their children learning these values that they see as alien to their own. The modern education provided in school is perceived as a force that undermines cultural values. It is viewed as presenting an inherent challenge to the cultural traditional control measures that are in place. Arguably, while ethnic traditions should be respected and sustained because they define one‟s identity, aspects of culture which are discriminatory, restrictive and tend to devalue women‟s physical, emotional and psychological development should be eliminated because they are retrogressive. Therefore the argument that deep seated socio-cultural traditions play a significant role in encumbering female education is proven. 1 Contents Abstract ................................................................................................ 1 Acronyms ............................................................................................. 5 List of Appendices ............................................................................... 7 Acknowledgement ............................................................................... 8 CHAPTER 1 ........................................................................................ 10 INTRODUCTION .............................................................................................. 10 1. 0 Introduction ....................................................................................... 10 1. 1 Inspiration for the Research ............................................................... 10 1. 2 The Tumbuka Tribe ........................................................................... 14 1. 3 Defining the Concepts ....................................................................... 21 1. 4 The Structure of this Study ................................................................ 24 CHAPTER 2 ........................................................................................ 27 STATEMENT OF THE PROBLEM ................................................................. 27 2. 0 Introduction ....................................................................................... 27 2. 1 Statement of the Problem ................................................................... 29 2. 2 Research Objectives and Methodology .............................................. 52 2. 3. The Global Context of Educating a Woman ....................................... 54 2. 4. Conclusion ........................................................................................ 60 CHAPTER 3 ........................................................................................ 62 THE THEORETICAL PERSPECTIVE AND SOME RELEVANT FEMINIST CONCEPTS ...................................................................................................... 62 3. 0. Introduction ....................................................................................... 62 3. 1. The Concept of Feminism .................................................................. 63 3. 2. Western Feminisms vs. African Feminisms ....................................... 65 3. 3. Choice of Theory ............................................................................... 71 3. 4. Theories of Gender Inequalities ......................................................... 73 3. 5. Human Capital Theory (HCT) ........................................................... 92 3. 6. Women‟s Movements ........................................................................ 95 3. 7. Conclusion ........................................................................................ 97 CHAPTER 4 ...................................................................................... 101 THE ZAMBIAN CULTURAL TRADITIONS .................................................. 101 4. 0. Introduction ..................................................................................... 101 4. 1. Review Of Previous Research Publications ...................................... 104 4. 2. The Origins Of Traditional Teachings In Zambia ............................. 112 4. 3. Implications Of The Cultural Traditions .......................................... 115 4. 4. The Tumbuka Initiation Rite (The Uzamba Ceremony).................... 138 4. 5. Conclusion ...................................................................................... 145 CHAPTER 5 ...................................................................................... 148 METHODOLOGY ........................................................................................... 148 5. 0. Introduction ..................................................................................... 148 5. 1. Working With The Research Assistant............................................. 150 5. 2. Researcher Positionality as a Field Worker ...................................... 151 5. 3. Ethnography .................................................................................... 154 5. 4. The Pilot Stage ................................................................................ 158 5. 5. Procedures ....................................................................................... 159 5. 6. The Research Population ................................................................. 176 5. 7. The Ethical Obligation ..................................................................... 177 2 5. 8. Reliability and Validity .................................................................... 180 5. 9. Analysis of Collected Data .............................................................
Load more

Recommended publications
  • Tumbuka, Malawi, Bantu
    1. Description 1.1 Name(s) of society, language, and language family: Tumbuka, Malawi, Bantu 1.2 ISO code (3 letter code from ethnologue.com): N21 1.3 Location (latitude/longitude): (-11.20/33.10) 1.4 Brief history: past is hid in the mists of prehistoric times, no one in the tribe is able to go back more than three generations and describe even inaccurately the condition of the people. But they must have been a great tribe once, it is evident from their wide distribution and from the customs common to them. (113 Winning a Primitive People) Last century the Tumbuka tribe was distributed from latitude 14 degrees south to 11 degrees, and between longitudes 32 degrees and 34 degrees. Area of about 20000 square miles. In the South they are now called Chewa, many new settlers came and joined the group thus slightly changing the language. Tumbuka natives escaped successfully from Ngoni natives when they invaded. The first groups of people to interrupt into the area of the Tumbuka were the Mlowoka's. This was a group of people who came from the east coast of the Indian Ocean and were looking for Ivory trade which was abundant in the area. They crossed Lake Malawi on dhows resulting in their nickname 'BaLowoka', meaning those who crossed the lake whilst their leader was named Mlowoka, the one who crossed the lake. This was around the second half of the 18th century. The Mlowoka's established themselves peacefully among the Tumbuka and later their leader intermarried with the local inhabitants.
    [Show full text]
  • [Rcz] After Umwini [Church Autonomy]
    SOME MISSIOLOGICAL CHALLENGES FACING THE REFORMED CHURCH IN ZAMBIA [RCZ] AFTER UMWINI [CHURCH AUTONOMY] by REV JAPHET NDHLOVU Submitted in part fulfilment of the requirements for the degree of MASTER OF THEOLOGY in the subject MISSIOLOGY at the University of South Africa SUPERVISOR: PROF WA SAAYMAN JUNE 1999 ii SOME MISSIOLOGICAL CHALLENGES FACING THE REFORMED CHURCH IN ZAMBIA AFTER 'UMWINI' (CHURCH AUTONOMY) TABLE OF CONTENTS CHAPTER 1 1.1 Context of Umwini in the RCZ 1.1 Background information about Zambia 1.2 Factors Leading to Church Autonomy 2 After Umwini 3 Developments in Theological Education 4 RCZ on the Ecumenical Scene 5 Natural Visual Disability 6 The wider Context in which the Missiological challenges are discussed 7 Educational Developments CHAPTER2 2. The challenge of lndigenisation ( Contextualisation ) 2.1 Theological Trends 2.2 RCZ Brand of Reformed Theology 2.3 Vernacularisation 2.4 African Theology in the RCZ After Umwini CHAPTER3 3. The Challenge of an all inclusive theology 3. 1 Mpingo wa Anthu Akum'mawa (A Church for Easterners) 3.2 Women and their Role in the RCZ 3.3 Youth and their Role in the RCZ 3.4 The problem of Clericalism in the f{CZ iii 3.5 What is the Nature and Purpose of the Church CHAPTER4. 4. The challenge of stewardship 4.1 Historical Background to this subject 4.2 Biblical Guidelines of Stewardship 4.3 The RCZ and Stewardship 4.4 Stewardship of Christian Marriage and Family 4.5 Sense of Belonging and Ownership CHAPTERS. Which way forward Reformed Church In Zambia ? APPENDICES BIBLIOGRAPHY iv ACKNOWLEDGEMENT Several people were instrumental in the work towards this dissertation.
    [Show full text]
  • Integrating Indigenous Knowledge in Education and Healthcare in Northern Malawi: Pregnancy Through Toddlerhood
    Wright State University CORE Scholar College of Education and Human Services Student Publications College of Education and Human Services 2013 Integrating Indigenous Knowledge in Education and Healthcare in Northern Malawi: Pregnancy through Toddlerhood Elisabeth Hangartner-Everts Wright State University - Main Campus, [email protected] Follow this and additional works at: https://corescholar.libraries.wright.edu/cehs_student Part of the Education Commons, and the Family, Life Course, and Society Commons Repository Citation Hangartner-Everts, E. (2013). Integrating Indigenous Knowledge in Education and Healthcare in Northern Malawi: Pregnancy through Toddlerhood. https://corescholar.libraries.wright.edu/cehs_student/1 This Article is brought to you for free and open access by the College of Education and Human Services at CORE Scholar. It has been accepted for inclusion in College of Education and Human Services Student Publications by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. Integrating Indigenous Knowledge in Education and Healthcare in Northern Malawi: Pregnancy through Toddlerhood Elisabeth Hangartner-Everts under the supervision of Prof. Dr. William Mosier Department of Teacher Education Wright State University, Dayton OH - 1 - Table of Contents 1. Introduction ........................................................................................................................................... 3 2. Possibilities and Limitations of Comparison of Different
    [Show full text]
  • Variable Name: Identity
    Data Codebook for Round 6 Afrobarometer Survey Prepared by: Thomas A. Isbell University of Cape Town January 2017 University of Cape Town (UCT) Center for Democratic Development (CDD-Ghana) Michigan State University (MSU) Centre for Social Science Research 14 W. Airport Residential Area Department of Political Science Private Bag, Rondebosch, 7701, South Africa P.O. Box 404, Legon-Accra, Ghana East Lansing, Michigan 48824 27 21 650 3827•fax: 27 21 650 4657 233 21 776 142•fax: 233 21 763 028 517 353 3377•fax: 517 432 1091 Mattes ([email protected]) Gyimah-Boadi ([email protected]) Bratton ([email protected]) Copyright Afrobarometer Table of Contents Page number Variable descriptives 3-72 Appendix 1: Sample characteristics 73 Appendix 2: List of country abbreviations and country-specific codes 74 Appendix 3: Technical Information Forms for each country survey 75-111 Copyright Afrobarometer 2 Question Number: COUNTRY Question: Country Variable Label: Country Values: 1-36 Value Labels: 1=Algeria, 2=Benin, 3=Botswana, 4=Burkina Faso, 5=Burundi, 6=Cameroon, 7=Cape Verde, 8=Cote d'Ivoire, 9=Egypt, 10=Gabon, 11=Ghana, 12=Guinea, 13=Kenya, 14=Lesotho, 15=Liberia, 16=Madagascar, 17=Malawi, 18=Mali, 19=Mauritius, 20=Morocco, 21=Mozambique, 22=Namibia, 23=Niger, 24=Nigeria, 25=São Tomé and Príncipe, 26=Senegal, 27=Sierra Leone, 28=South Africa, 29=Sudan, 30=Swaziland, 31=Tanzania, 32=Togo, 33=Tunisia, 34=Uganda, 35=Zambia, 36=Zimbabwe Note: Answered by interviewer Question Number: COUNTRY_R5List Question: Country Variable Label: Country in R5 Alphabetical
    [Show full text]
  • The Living Heritage of Traditional Names in Postcolonial Zambia
    Osward Chanda PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA MA Thesis in Cultural Heritage Studies: Academic Research, Policy, Management. Central European University Budapest June 2020 CEU eTD Collection PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ Chair, Examination Committee ____________________________________________ Thesis Supervisor ____________________________________________ Examiner CEU eTD Collection ____________________________________________ Examiner Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ External Reader CEU eTD Collection Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted
    [Show full text]
  • Development in East Africa 3
    DEVELOPMENT IN EAST AFRICA 3 Cultural Shift in East Africa: Cultural (Im)materialities Biographies, Developments, DEVELOPMENT DEVELOPMENT IN EAST AFRICA Cultural Shift: Developments, Biographies, (Im) materialities 3 edited by Piotr Cichocki, Maciej Ząbek Development in East Africa Development in East Africa Cultural Shift in East Africa: Developments, Biographies, (Im)materialities edited by Piotr Cichocki, Maciej Ząbek Mkwawa University College of Education (MUCE), a Constituent College of the University of Dar es Salaam (Tanzania) & Institute of Ethnology and Cultural Anthropology University of Warsaw (Poland) Iringa – Warsaw 2018 © Copyright by Piotr Cichocki, Maciej Ząbek 2018 Reviewers: Prof. Hayder Ibrahim Ali Prof. Jacek Pawlik Proofreading by Iwona Handzelewicz Cover design by Grzegorz Sztandera ISBN 978-83-7401-639-1 Printed in Poland WDR, Włocławek CONTENTS Introduction – Piotr Cichocki & Maciej Ząbek ................................ 7 Part I DEVELOPMENTS Chapter 1 KAWONGA GERVAS AND WAKATI MALIVA East African Development: Language as a Forgotten Factor .... 31 Chapter 2 MAXMILLIAN J. CHUHILA Commerce or Food? Development Narratives of Maize Farming in Ismani, 1940s to the Present ............................................... 57 Chapter 3 MLOWE N.P. AND JUSTIN K. URASSA Formalization of Customary Land Rights on Rural Household’s Livelihood Outcomes: A Case of Handeni District, Tanzania ..... 91 Chapter 4 MACIEJ ZĄBEK Ujamma. Contemporary Discourse about Julius Nyerere Socialism ................................................................................
    [Show full text]
  • Goodwin Draft List 2
    BC 290 Goodwin Papers A Personal Papers ..................................................................................................... 3 B Family Papers ......................................................................................................... 4 C Accounts and Finances ........................................................................................ 4 D Correspondence ..................................................................................................... 6 D1 Personal ............................................................................................................. 6 D2 Business ............................................................................................................ 6 D3 Newspapers ...................................................................................................... 6 D4 South African Broadcasting Commission: .................................................... 6 D5 Correspondence A-Z: ...................................................................................... 6 D6 General correspondence (ie – files labeled “Archaeological correspondence” or unidentified letters) ................................................................. 10 E South African Archaeological Bulletin; South African Archaeological Society ............................................................................................................................ 10 E1 South African Archaeological Bulletin ......................................................... 10 E2
    [Show full text]
  • The Potential of Rural Women in Promoting Sustainable Livelihoods Supported by an Appropriate Theology of Development in Katete Catholic Parish, Malawi
    THE POTENTIAL OF RURAL WOMEN IN PROMOTING SUSTAINABLE LIVELIHOODS SUPPORTED BY AN APPROPRIATE THEOLOGY OF DEVELOPMENT IN KATETE CATHOLIC PARISH, MALAWI HAPPY PATRICK MZUMARA The Potential of Rural Women in Promoting Sustainable Livelihoods Supported by an Appropriate Theology of Development in Katete Catholic Parish, Malawi A Dissertation Presented to the Faculty of Human Sciences School of Theology and Religion University of KwaZulu Natal Pietermaritzburg, South Africa In partial fulfillment of the requirement for the Degree Master of Theology (MTH) In Theology and Development. Happy Patrick Mzumara Student Number: 202516834 Supervisor: Professor Isabel Apawo Phiri 2004 Declaration I hereby state that the whole DISSERTATION, except where specially indicated to the contrary in the text, is my own original work: Sign: HAPPY PATRICK MZUMARA 17th March 2005 Date Dedication I dedicate this work to my Loving parents, Mama Nyachirwa and Dada E. Mzumara, at Area 1 B, Luwinga, Mzuzu, Malawi. To my late sister Christine Mzumara, who encouraged me to write about the potential in rural women and was eager to see this work. May Her Soul Rest In Peace with the Loving Lord, Jesus Christ. Acknowledgements I thank my supervisor, Professor Isabel Apawo Phiri, for all the support she gave me during my research work. Her dedication to work is highly appreciated. I also thank my Lecturer in Theology and Development, Dr. Steve de Gruchy, who helped me to understand the importance of asset based development and utilization of available resources and putting them into good use. Professor Philippe Denis, who taught me the module that really opened my mind on the issues of HIV/AIDS.
    [Show full text]
  • Chiefdoms/Chiefs in Zambia
    CHIEFDOMS/CHIEFS IN ZAMBIA 1. CENTRAL PROVINCE A. Chibombo District Tribe 1 HRH Chief Chitanda Lenje People 2 HRH Chieftainess Mungule Lenje People 3 HRH Chief Liteta Lenje People B. Chisamba District 1 HRH Chief Chamuka Lenje People C. Kapiri Mposhi District 1 HRH Senior Chief Chipepo Lenje People 2 HRH Chief Mukonchi Swaka People 3 HRH Chief Nkole Swaka People D. Ngabwe District 1 HRH Chief Ngabwe Lima/Lenje People 2 HRH Chief Mukubwe Lima/Lenje People E. Mkushi District 1 HRHChief Chitina Swaka People 2 HRH Chief Shaibila Lala People 3 HRH Chief Mulungwe Lala People F. Luano District 1 HRH Senior Chief Mboroma Lala People 2 HRH Chief Chembe Lala People 3 HRH Chief Chikupili Swaka People 4 HRH Chief Kanyesha Lala People 5 HRHChief Kaundula Lala People 6 HRH Chief Mboshya Lala People G. Mumbwa District 1 HRH Chief Chibuluma Kaonde/Ila People 2 HRH Chieftainess Kabulwebulwe Nkoya People 3 HRH Chief Kaindu Kaonde People 4 HRH Chief Moono Ila People 5 HRH Chief Mulendema Ila People 6 HRH Chief Mumba Kaonde People H. Serenje District 1 HRH Senior Chief Muchinda Lala People 2 HRH Chief Kabamba Lala People 3 HRh Chief Chisomo Lala People 4 HRH Chief Mailo Lala People 5 HRH Chieftainess Serenje Lala People 6 HRH Chief Chibale Lala People I. Chitambo District 1 HRH Chief Chitambo Lala People 2 HRH Chief Muchinka Lala People J. Itezhi Tezhi District 1 HRH Chieftainess Muwezwa Ila People 2 HRH Chief Chilyabufu Ila People 3 HRH Chief Musungwa Ila People 4 HRH Chief Shezongo Ila People 5 HRH Chief Shimbizhi Ila People 6 HRH Chief Kaingu Ila People K.
    [Show full text]
  • Southern Africa • Great Zimbabwe and the Mutapa Empire Thrived on the Gold Trade
    453-457-Chapter19 10/16/02 11:20 AM Page 453 Main Ideas Southern Africa • Great Zimbabwe and the Mutapa Empire thrived on the gold trade. • The wealth of Southern Africa is tied to the land, and conflicts over land and resources often result. Places & Terms A HUMAN PERSPECTIVE In April 2000 in Zimbabwe, armed men Great Zimbabwe attacked the farmhouse of a white farmer whose family has lived in Mutapa Empire Zimbabwe for generations. A political crisis that goes back to Britain’s apartheid colonial rule caught white farmers in a violent crossfire. British colonial Nelson Mandela rule ended in 1980, but more than 4,000 white farmers in Zimbabwe still own one-third of the best land in a country of about 10 million Connect to the Issues blacks. The British and the white farmers have made attempts to equal- health care AIDS ize land ownership, but Zimbabwe’s leaders have not taken advantage threatens Southern Africa’s youth and could significantly of these opportunities. Instead, they have targeted individual white reduce the region’s population. farmers who own that land. This conflict illustrates a critical issue in all of Southern Africa—that blacks far outnumber whites but still own lit- tle of the land. Gold Trade Builds Empires Southern Africa includes Angola, Botswana, Comoros, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, South Africa, Swaziland, Zambia, and Zimbabwe. The history of Southern Africa involves a blending of colonialism with African cultures and the devel- opment of gold-trading empires. PLACE Pictured below are the walls of Great Zimbabwe. GOLD TRADE SPAWNS GREAT ZIMBABWE The majority of the people What do the materials used to build the walls reveal in Southern Africa are Bantu-speaking peoples, including the Shona peo- about the local physical ple.
    [Show full text]
  • The Church of Central Africa Presbyterian (Ccap) in Zambia 1882 – 2004
    THE ORIGIN AND DEVELOPMENT OF THE CHURCH OF CENTRAL AFRICA PRESBYTERIAN (CCAP) IN ZAMBIA 1882 – 2004 BY VICTOR CHILENJE DISSERTATION PRESENTED FOR THE DEGREE OF DOCTOR OF THEOLOGY (ECCLESIOLOGY) AT THE UNIVERSITY OF STELLENBOSCH (SOUTH AFRICA) PROMOTER: PROFESSOR P. COERTZEN CO-PROMOTER: DR. JURIE J. VAN WYK DECEMBER 2007 DECLARATION I, the undersigned, hereby declare that the work contained in this dissertation is my own original work and that I have not previously in its entirety or in part submitted it at any University for a degree. Victor Chilenje: ……………………………. Date: …………………… ii ABSTRACT This study deals with the origin and developments leading to the formation of the CCAP Synod in Zambia 1882 to 2004. Above all, it is an in-depth ecclesiological analysis and evaluation of the Livingstonia Mission from 1882-2004. The study was motivated by the need to contribute to the Church a proper historical record of the CCAP in Zambia. Historiographically, as far as I could establish, this is the first attempt to examine, scrutinise and chronologically write about the Livingstonia Mission’s activities in Zambia from a holistic point of view up to the birth of the CCAP Synod of Zambia in 1984. It needs to be noted that between 1884 - 1956 the Livingstonia Mission of the Free Church of Scotland carried out an extensive missionary work in Northern Rhodesia (Zambia), especially in the Eastern, Northern, Central and Copperbelt Provinces of Zambia. From 1956- 1984 the Livingstonia Mission work was continued in Zambia by the CCAP Synod of Livingstonia, a product of the Livingstonia Mission and the local Zambian people.
    [Show full text]
  • A Socio-Semantic Analysis of Selected Tumbuka Anthroponyms
    A SOCIO-SEMANTIC ANALYSIS OF SELECTED TUMBUKA ANTHROPONYMS BY CHOLA MUSONDA A DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA IN PARTIAL FUFILLMENT OF THE RESEARCH REQUIREMENTS FOR THE AWARD OF THE MASTER OF ARTS IN LINGUISTIC SCIENCE THE UNIVERSITY OF ZAMBIA 2018 AUTHOR’S DECLARATION I, CHOLA Musonda, do hereby declare that “A Socio-semantic Analysis of Selected Tumbuka Anthroponyms”, a) Represents my own work; b) Has not previously been submitted or presented for any qualification at this university or any other institution; c) Does not contain any other published works of other people except those that have been acknowledged accordingly. Author‟s signature: ……………………………………………. Date: ………………………...…………………………………. Supervisor‟s signature: ………………………………………… Date: ……………………....…………………………………… ii COPYRIGHT DECLARATION ©CholaMusonda2018. All rights reserved. No part of this dissertation may be altered, reproduced, stored in any retrieval system and/or transmitted in any form by electronic, photocopying, recording or otherwise before seeking permission from the author or the University of Zambia. iii APPROVAL This dissertation written by CHOLA MUSONDA is approved as fulfilling in part the requirements for the award of the degree of Master of Arts in Linguistic Science at the University of Zambia. Examiner 1 Name: ……………..………………………………………………………………………………… Signature: ……………………………………….. Date: ...………………………………………... Examiner 2 Name: ………………..………………………………………………………………………………. Signature: ……………………………………….. Date: ...…………………………………………. Examiner 3 Name: ………………..…………………………………………………………………………........
    [Show full text]