The present study examined language policy management in higher education institutions in South Africa using a University of Technology as a case study. The first objective of the study was to ascertain the extent of students’ language learning problems that manifest at the University of Technology after the adoption of the English-only language policy. The second objective was to determine whether students’ biographical factors (gender, age, year of study, home language, and faculty) have any influence on their language learning problems.
There is limited scholarly attention on the ANC land policy from 1955 to 2017 and how the ANC land policy shifts coupled with lack of commitment exacerbated Black landlessness. In addition, there is dearth of scholarship on how the slow pace of the ANC land reform programme affects the marginalised groups such as the Khoisan, women, youth and the poor Black majority. Using the voices of the marginalised people and the available secondary sources, this study sought to fill in this identified gap.
The foundation of the South African narrative is framed by identity politics; a politics instituted at the intersection of race and class to exclude all people considered non-White concerning the socioeconomic and political landscape of the country. The preamble of the Freedom Charter signed in 1955 declared that the country belongs to all who live in it: Black and White people. The dominant constructivist narratives of addressing the racial dichotomy obliterate the injustice suffered by the Khoe-San people whose identity was overshadowed under the homogeneous term, Coloured people.
This thesis interrogates the gendered constructions and representations of Indian South African women (ISAW), South African Indian women (SAIW), and/or South African women of Indian descent’s (SAWOID) identity through a study of such playwrights and their plays, including my own work. ISAW, SAIW and/or SAWOID lives are critically affected by the roles we are expected to perform in our families, namely those of daughter, sister, wife, and mother. Sylvia Walby (1990) distinguishes two key forms of patriarchy: public and private.
From its inception, the primary focus of the field of Linguistic Landscape Studies has been the interplay between language and space, or language on display. Recently, however, scholars have begun to consider the human element of linguistic landscapes (LLs), and include the body in their work [See for example Stroud and Jegels (2014), Peck and Stroud (2015), Peck and Banda (2014)].
The thesis aims to contribute to the genre of black migrant cultural production called migritude, developed largely in African diasporic literary circles and tracing its evolution from the Négritude movement. It will mobilize Shailja Patel’s significant work to shape a new migritude that stands in continuation and contestation with the older version of this artistic project. The research question at the heart of the thesis is, what does it mean to have a migrant attitude for theatre and performance making?
Several students come from different provinces and enrol at a University of Technology (UoT) in Gauteng for the Language Practice programme, because it offers a range of five indigenous African languages as subjects: isiZulu, Sepedi, Setswana, Tshivenda, and Xitsonga. Students who are not native speakers of these languages are expected to choose and learn one of them for communicative purposes. Nevertheless, when non-isiZulu students are offered isiZulu as an option to study, they seemed to be hesitant.