1Apostolis, Juanita Joleen 1Caldwell, Candice Anne 1Chapman-Blair, Sharon 1Chikara, Tendai Owen https://orcid.org/0000-0003-2546-7128 1Geils, Catherine 1Hackmack, Karin Erna 1Jacobs, Luzuko G 1Klaas, Sibusiso 1Lauriks, Sanne 1Minnaar, Benita 1Molobela, Reabetswe Lee-Anne 1Ord, Jennifer 1Parkinson, Catherine Anne 1Storm, Lize-Mariè 1Taljaard, Darren 1Truscott, Ross 1Vorwerk, Shane Paul
2Language and culture -- South Africa 1Abortion -- Law and legislation -- South Africa 1Abortion -- Moral and ethical aspects -- South Africa 1Abortion -- Psychological aspects 1Academic writing -- Study and teaching -- South Africa -- Grahamstown 1African Farmers' Association of South Africa (AFASA)‎ 1Afriforum (South Africa)‎ 1Afrikaner loyalists 1Art -- Philosophy 1Autism in children -- Case studies 1Autistic children 1Autistic children -- Rehabilitation 1Business communication -- Netherlands 1Business communication -- South Africa 1Buzani, Nompumezo -- Criticism and interpretation 1Children -- Language 1Children and adults 1City Press (South Africa) 1Climatic changes -- Environmental aspects
13Masters 13Thesis 11MA 3text 2Doctoral theses 1Academic theses 1D Soc Sc (Psych) 1Doctoral 1MEd 1MTech (Fine Art) 1Master's theses 1thesis
22012 22014 22021-04 11997 11998 12001 12002 12003 12004 12005 12011 12020 12021-05 12021-10-29 12022-06 12022-10
Genre analysis and the teaching of academic literacy: a case study of an academic discipline in the social sciences
- Vorwerk, Shane Paul
Authors: Vorwerk, Shane Paul
Subjects: Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
Type: Thesis , Masters , MA
Identifier: vital:2365 , http://hdl.handle.net/10962/d1002648 , Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
Description: Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.
An investigation into understanding of academic literacies of students registered in Early Childhood Development courses
- Hackmack, Karin Erna
Authors: Hackmack, Karin Erna
Subjects: Academic writing -- Study and teaching -- South Africa -- Grahamstown , Discourse analysis , Information literacy -- Study and teaching (Higher) , Information literacy -- Social aspects , Early childhood education -- Study and teaching (Higher) -- South Africa -- Grahamstown , Education -- Study and teaching (Higher) -- South Africa -- Grahamstown
Type: Thesis , Masters , MEd
Identifier: vital:1996 , http://hdl.handle.net/10962/d1013548
Description: Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discourse as the socially accepted way of thinking, believing and being. The study therefore investigated the enablers which assisted students to produce academic texts. This was achieved by finding out how the students and the course facilitators construct academic literacy; in other words what their discourses were regarding academic literacy. In order to ascertain this information, the students and the course facilitators were asked what reading and writing the students had done prior to enrolling on the course, what they had brought to the course, what the students and the course facilitators thought comprised a successful academic assignment, and how the students were supported in their academic literacy during the course. Data was gathered through interviews with both students and course facilitators, analysis of course assignments, and assessment reports written by the course facilitators. This data was analysed, looking for discourses on similarities and contradictions. Critical Discourse analysis was used to investigate the discourses that the course facilitators and students were using. Findings: It was evident from the data that the autonomous view of literacy was predominantly used. The course facilitators and, to a limited extent, the students, saw literacy as a set of technical skills that needed to be mastered. The students and course facilitators did not take into account that literacy is a social practice, and that literacy occurs within a particular social context and cultural context. The course facilitators tended to hold a deficit discourse related to the perception of inferior education under Bantu Education, which was seen as an inhibiting factor to academic literacy and academic success. The discourse of second language was also an issue that both the course facilitators and the students noted which prevented students' academic literacy. Christie's (1985) Received Tradition of Literacy, which focused on the forms and functions of literacy, was a discourse that both the students and the course facilitators ascribed to. Conclusions and recommendations: The course facilitators' and students' discourses were very similar, both being embedded within the autonomous and deficit models of literacy. It is recommended that course facilitators become cognisant with the models of academic literacy and that they become aware of the various discourses evident on the course and articulate these discourses for themselves. Furthermore they should assist the students by clearly articulating and unpacking the course requirements regarding academic literary.
Teaching disciplinary discourse and implementing language-across-the-curriculum at tertiary level problems and prospects
- Caldwell, Candice Anne
Authors: Caldwell, Candice Anne
Subjects: Rhodes University. Dept. of Psychology , Compensatory education -- South Africa , College students -- Study and teaching , College teachers -- Training of -- South Africa , Curriculum evaluation -- South Africa , Discourse analysis , Language arts -- Correlation with content subjects , Learning
Description: The premise of this thesis is that "learning", particularly in terms of students and universities, is capable of being seen as a specific and developed culture. This study is a contribution to the ethnography of that learning, the ultimate aim being to produce a descriptive theory of learning as a cultural system. This research was conducted within the context of the recent proposals made by the South African Commission on Higher Education. The proposals relevant to this study were, broadly, increased access to higher education and national funding for academic staff development programmes. There are, however, serious obstacles in the way of realising the aims of the higher education system outlined by the NCHE. Given the limited time and resources available for higher education development, it is imperative that the major flaws and obstacles in the system be identified and addressed as soon as possible. In view of this need, it was the concern of this study to conduct research which would assist in the designing of staff development programmes for academics teaching in English-medium tertiary institutions, like Rhodes University, where more than half the intake of first-year students already speaks English as a second, or other, language. Founded on the social constructionist view of knowledge, the aim of the study was to identify the needs of academic staff as well as the possible obstacles to the implementation of a "Language Across the Curriculum" policy. A genre-centred, ethnographic approach was used to access a disciplinary discourse community (the Psychology Department) in order to describe the practices of the community as well as to analyse the community's orders of discourse, particularly those which occurred at points of contact between lecturers and first-year students. It is argued that staff development programmes should promote the use of collaborative learning, which implies a reframing of the roles of both academic staff and students.
De-scribing the Timaeus: a transgression of the (phal) logocentric convention that discourse has only one form, language
- Ord, Jennifer
Authors: Ord, Jennifer
Subjects: Discourse analysis , Art -- Philosophy
Type: Thesis , Masters , MTech (Fine Art)
Identifier: vital:10763 , http://hdl.handle.net/10948/115 , Discourse analysis , Art -- Philosophy
Description: Like writing, art making is primarily a means of human expression, a means of communication – both "allow us to categorize our (inner and outer) environment as represented by symbols" (Appignanesi, 1999: 7). Yet it is language in the traditional Western garb of rational, philosophical discourse that has been perceived as the primary means of manifesting knowledge and positing truth, not only regarding the character of human existence, but also the nature of art. This infers the acceptance of both works as literally "truth of things", and of "a language of reason" that "perfectly represents the real world" (Appignanesi, 1999: 77). Going against the grain of this traditional bias, Jacques Derrida holds that, firstly, "human knowledge is not as controllable or as cogent as Western thinkers would have it": secondly, that language functions in "subtle and often contradictory ways" thus rendering certainty, truth, and perfect representation ever elusive to us (Lye, 1997: 2); and, thirdly, that "practices of interpretation which include art but are not limited to language, are extended discourses" (Appignanesi, 1999: 79). So, the "work of reason" (or rationalism) in this sense, is no longer the definitive "voice" of authority when it comes to ascribing meaning, proclaiming a message, defining truth, etc. Having the grip of its authority loosened and thus its rigid, imposing borders opened up, the communication of knowledge as a form of "aesthetic fiction" (Megill, 1987: 265) is allowed entry into the rarefied field of philosophical discourse. Moreover, if visual art (one such "aesthetic fiction") is a process of sign-making, as is written and spoken language; if it therefore constitutes a signifying system, as does written and spoken language (Bal and Bryson in Preziosi, 1998: 242); and, if art is not just about autonomous, in-house formalism, then can it not, in any case, validly offer a form for discourse, albeit a different kind of discourse, a discourse that is not "truth seeking" (Sim, 1992: 33)? Here, the maker of the proposed artwork-asdiscourse would not be attempting to establish the truth or falsity of a philosophical position, but, as Derrida would have it, create a form which, without mimicry, would evocatively allude to Plato, his "deconstructor" and the maker of the proposed artwork. Discourse in this sense, then, would generate "active interpretation… infinite free association" (Megill, 1987: 283), because, as in Derrida's writing, interpretation no longer aims at "the reconciliation or unification of warring truths (Sim, 1992: 10); in other words, it breaks with the (phal)logocentric tradition of discourse as dialectical and becomes questioning without closure. For visual art to enter the exalted arena of philosophical discourse, it cannot be selfreflexive in the Greenbergian or formalist sense – it has to be about something philosophical and this 'something' will be a deconstructive response to Plato's doctrine of the two worlds in the Timaeus. What I propose presenting, then, is an imagographic rather than (phal)logocentric exposition of philosophical content where the aim is not to shape a certainty or to infer an absolute presence or essence of anything, but rather to suggest traces of the maker of the artwork reading Derrida, reading Plato. The proposed artwork as a response to texts will thus be a "pre-text" of my own endeavour.
In conversation with Barney: a critical discourse analysis of interaction between a child with autism and his co-participants
- Geils, Catherine
Authors: Geils, Catherine
Subjects: Autism in children -- Case studies , Autistic children , Autistic children -- Rehabilitation , Discourse analysis , Children and adults , Language acquisition , Conversation , Children -- Language
Identifier: vital:2980 , http://hdl.handle.net/10962/d1002489 , Autism in children -- Case studies , Autistic children , Autistic children -- Rehabilitation , Discourse analysis , Children and adults , Language acquisition , Conversation , Children -- Language
Description: My study arose in the context of an intervention programme aimed at the development of a child with autism's communication and social interaction skills. The approach I take is a social constructionist one in which language is considered to be constructive and constitutive of social and psychological reality. This orientation challenges the assumptions of a western psychiatric approach that emphasizes the impairment and deficits associated with autism. The participants of the study are a 6-year-old boy diagnosed with Pervasive Developmental Disorder (Autistic Spectrum), and his mother, father, sister and a volunteer on the intervention programme. The discourse analytic method of conversation analysis is employed as a means of elucidating the collaborative mechanisms employed by both the child and his co-participants in making sense of one another. The specific aims of the study are to closely examine the communicative behaviour and interactive styles of the child and his coparticipants, their implications for communicative success (co-ordinated interaction) or breakdown (discordant interaction), and the implications for how the child is positioned within the discourse in relation to his co-participants. My constructions of the data suggested that a playful, activity-based interactive style constituted by non-verbal turns, affection and short, simple utterances enhance mutual participation and the accomplishment of co-ordinated interaction. Barney's co-participants sometimes tend to dominate interaction and frequently employ a strategy of repetitive questioning, which functions to direct and constrain the interaction and results in the child's withdrawal and discordant interaction. This tendency to withdraw, however, seems to function as a means by which the child is able to actively resist positioning by others, and thus constitutes himself in a position of greater power. Furthermore, his use of the pronoun 'I' and collaborative negotiation of the words yours and mine suggest the active co-construction and positioning of himself as a separate person in relation to his co-participants. This research informs intervention efforts and encourages the co-participants to reflect on how interaction is co-constructed between themselves and the child.
The construction of masculinities: male university students' talk about women and heterosexual relationships
- Minnaar, Benita
Authors: Minnaar, Benita
Subjects: Masculinity , Men -- Identity , Men -- South Africa , Men -- Conduct of life , Discourse analysis , Heterosexuality -- South Africa
Identifier: vital:3020 , http://hdl.handle.net/10962/d1002529 , Masculinity , Men -- Identity , Men -- South Africa , Men -- Conduct of life , Discourse analysis , Heterosexuality -- South Africa
Description: This article examines the talk of male Psychology students about women and heterosexual relationships in all-male discussion groups. Four vignettes depicting difficult situations in heterosexual relationships were used to initiate discussion. Eight men attending a historically black university participated in the group discussions, which were facilitated by a male postgraduate Psychology student. The study explored masculine identity construction by identifying interpretive repertoires deployed by respondents to construct and account for themselves and their social worlds, within the context of discussions about relationships with women. Three interpretive repertoires of masculinity: the male-as- breadwinner/provider, male-as-protector and the "New Man" repertoire were identified. The complex and contradictory nature of masculine identity construction is highlighted. Drawing on the work of Hollway (1984), two discourses of heterosexuality were also identified: the have/hold discourse and the permissive discourse. The invocation of the "New Man" repertoire and pro-feminist discourses of heterosexuality in the men's talk may signify a move towards more enlightened and less oppressive constructions of masculinity, heterosexuality and gender.
Talking about teams within a team building context: a discourse analytic study
- Chapman-Blair, Sharon
Authors: Chapman-Blair, Sharon
Subjects: Discourse analysis , Teams in the workplace
Identifier: vital:2947 , http://hdl.handle.net/10962/d1002456 , Discourse analysis , Teams in the workplace
Description: This research initiative responds to some of the issues raised by theoretical challenges leveled at Industrial Psychology (postmodernism), and practical challenges in the workplace (the use of teams) by investigating notions of what a team is via the postmodern methodology of discourse analysis. The research explores "team talk" – repertoires of speech employed by individuals to construct particular versions of "the team" for specific effects, of importance given emphasis placed on shared understanding, expectations and goals in a "team". A Rhodes University Industrial Psychology Honours class required to work as a team (having participated in a team building exercise), as well as their lecturers who facilitated the team building process were interviewed to obtain "talk" to analyse. This uncovered a multiplicity of meaning, namely four ways of speaking about (constructing) the team. These repertoires are explored in terms of how they are constructed, how they differ across context and speakers, how they interrelate and what they function to achieve. The educational team repertoire constructs academic hierarchy, justifies individualism, positions members as experts and maintains distance from interpersonal processes. The machine repertoire divides work and interpersonal issues, regulates productivity and constructs team roles (defining individual activity and "team fit"), but is inflexible to change. The family repertoire voices emotive aspects to maintain cohesion via conformity, leaderlessness, group identity and shared achievement, but cannot accommodate conflict or workpersonal boundaries. The psychologised team repertoire constructs the team primarily as a therapeutic entity legitimately creating individual identities (and expertise) and facilitating personal growth, but this flounders when support in the "team" fails. Given that each repertoire has a different emphasis (reflective learning versus work processes versus building relationships versus personal growth), there are slippages / clashes between repertoires. This postmodern look at "the team" thus assists in recognizing and problematising these multiple meanings and identifying practical implications.
Investigating the parallels between disciplinary/bio-power and cyber-corporate empire
- Taljaard, Darren
Authors: Taljaard, Darren
Subjects: Foucault, Michel, 1926-1984 , Discourse analysis , Disciplinary power
Description: Strong parallels exist between the formation of subjectivity through the disciplinary/bio-power technologies of the 18th/19th centuries – which Michel Foucault identified in his books Discipline and Punish: The Birth of the Prison, and The History of Sexuality Volume 1: The Will to Knowledge – and the 20th/21st century formation of subjectivity effected through Apple. Inc and Google. Inc operating systems and products. These systems and products similarly serve to canalize and ‗discipline' the pursuit and exchange of information, in a way that is constitutive of a new cyber-variant of disciplinary/bio-power subjectivity.
The representation of women in selected isiXhosa drama books
- Klaas, Sibusiso
Authors: Klaas, Sibusiso
Date: 2021-04
Subjects: Women in literature , Xhosa drama -- 20th century -- History and criticism , Xhosa drama -- 21st century -- History and criticism , Pragmatics , Discourse analysis , Mothlabane, H. E. (Hlumela Elephylet), 1953- -- Criticism and interpretation , Ngewu, L. L. (Lubabalo Livingstone), 1950-2012 -- Criticism and interpretation , Buzani, Nompumezo -- Criticism and interpretation
Type: thesis , text , Masters , MA
Identifier: http://hdl.handle.net/10962/177672 , vital:42845
Description: The current study focused on the representation of women in isiXhosa drama books. The aim of the study was to understand how women are represented in these post-1990 dramas written by both female and male authors. Furthermore, the study aimed to look at whether the authors took note of developments made by African women in a broader context such as social, political, spiritual and economic spheres. The study followed a pragmatic approach which is useful to analyse drama, the meanings and the events related to situations. A discourse analysis was also applied as it is difficult to separate it from pragmatics. This means that the study outlined the correlation of pragmatics with discourse analysis and drama. Four isiXhosa books were selected which are Iinkunzi ezimbini by Hlumela Mothlabane 1994, Yeha mfazi obulala indoda 1997 and Kuphek'amadoda kupheth'abafazi We-ena! 2007 by Lubabalo Livingstone Ngewu and Imida by Nompumezo Buzani 2016. Episodes from the four selected isiXhosa drama books were identified. Upon identifying the episodes, they were categorised in to themes in order to highlight the representation of women in the books. This was done using a qualitative research method because it useful to be used in natural setting to understand meanings and social life. Many themes were identified in the four selected isiXhosa drama books. The dominating themes are women who are educated, employed and do not tolerate ill treatment. This shows that the authors in a way are paying attention to the events occurring post-1990 as some of these were not popular pre-1990. The study acknowledges that there is limited research conducted that analyses drama books from both male and female authors. Therefore, future studies could look into this. , Thesis (MA) -- Faculty of Humanities, School of Language & Literatures, Education, 2021
Date Issued: 2021-04
Rehabilitation and (dis-)empowerment a discourse analysis of interviews with subjects variously positioned within the South African Correctional Services system
- Storm, Lize-Mariè
Authors: Storm, Lize-Mariè
Subjects: Criminals -- South Africa Interviews , Prison wardens -- South Africa Interviews , Criminals -- South Africa -- Rehabilitation , Discourse analysis
Identifier: vital:8379 , http://hdl.handle.net/10948/374 , Criminals -- South Africa Interviews , Prison wardens -- South Africa Interviews , Criminals -- South Africa -- Rehabilitation , Discourse analysis
Description: The present treatise is an attempt to come to terms with the, by all accounts, dismal conditions that exist in present-day South African prisons by addressing these conditions as they are reflected in two interviews with individuals intimately acquainted with them, as well as by pertinent media-reports. The study is predicated on the belief that the most suitable methodological approach to a situation characterized by extreme conflicts and tensions in terms of power relations, is provided by (mainly Foucaultian) discourse-theory and the discourse-analysis that it makes possible. Consequently, after an introduction in which the present study is justified, followed by a theoretical section outlining the terrain of discourse theory and discourse-analysis, two chapters are devoted to specific discourse-analyses of interviews with an awaiting-trial prisoner in a South African prison and a warden employed at the same institution, with a view to uncovering the power-relations at stake here. While acknowledging that the implications of the insights thus afforded are not, strictly speaking, generalizable in a positivist manner, and that the power-relations brought to light by means of these discourse-analyses are highly specific, it is argued that various other studies pertaining to the South African prison system indicate that these powerrelations – more specifically the disempowerment of prisoners by the functioning of violently hierarchical discursive practices in South African prisons - are not restricted to the prison in question. In fact, given the SA Correctional Services' stated policy of rehabilitation, it is striking that there is scant evidence of any such rehabilitation in the prisons concerned – at least in the sense of prisoners attaining a level of moral responsibility that would enable them to live as accountable citizens in a democratic society. In conclusion it is argued that the present state of affairs, far from being conducive to the stated goal of rehabilitation, actually undermines its realization, and that the social and economic inequalities in South Africa, exacerbated by the union between 'democracy' and global capitalism, are perpetuated and reinforced by the existing discursive practices in South African prisons.
Multilingual repertoires and strategic rapport management: a comparative study of South African and Dutch small business discourse.
- Lauriks, Sanne
Authors: Lauriks, Sanne
Subjects: Discourse analysis , Business communication -- South Africa , Business communication -- Netherlands , Multilingual communication -- South Africa , Multilingual communication -- Netherlands , Communication in management -- South Africa , Communication in management -- Netherlands , Sociolinguistics -- South Africa , Sociolinguistics -- Netherlands , Language and culture -- South Africa , Language and culture -- Netherlands
Description: In this era of globalisation and the consequent increase in social, economic and physical mobility, small businesses are transforming into sites of increasing language contact (Harris and Bargiela-Chiappini 2003). This study explores situated language practices within two small multilingual businesses. The first is a bicycle rental and repair shop located in Amsterdam (the Netherlands), which is a city with a dynamic multilingual society. The second is a tyre fitment centre in Grahamstown (South Africa), which is a city characterised by a stable triglossia of English, Xhosa and Afrikaans. Using Linguistic Ethnography (Rampton 2007) as my data collection method, I spent a total of eight weeks in these businesses. For the analysis I draw on Spencer-Oatey's (2000b; 2011) Rapport Management Framework and sociolinguistics of globalisation (Blommaert 2010). This combination allowed me to explore situated language practices in relation to a contemporary context of increased globalisation. The analysis is structured using Spencer-Oatey's (2000b) concept of rapport orientations. The orientations are presented as one of the key factors that influence the choice for a certain strategy. The orientations thus seemed a constructive way of showing how the observed strategies were employed by the participants of this study and what function they fulfilled in a certain context. However, difficulties emerged during the analysis with applying this concept to some of the more elaborate and complex data. As a result my argument developed into two different strands. The first demonstrates how individuals turn to their multilingual repertoires to negotiate agency and power relationships in small business discourse. The analysis reveals that people at times deliberately promote and maintains discordant relations, which can be understood as a rational response to the individual's social and economic context. The second discusses the problems that emerged during my analysis with applying rapport management orientations to my data. I propose theoretical developments, warranted by my data, to create an Enhanced Rapport Management Framework suitable for the analysis of complex small business discourse.
Stancetaking by university students writing in English as a second language/ non-native language / non- native language: A case of students at Solusi University, Zimbabwe
- Chikara, Tendai Owen https://orcid.org/0000-0003-2546-7128
Authors: Chikara, Tendai Owen https://orcid.org/0000-0003-2546-7128
Subjects: Language and languages -- Style , Discourse analysis
Type: Doctoral theses
Identifier: http://hdl.handle.net/10353/22283 , vital:52013
Description: The thrust of the study was to investigate the stancetaking strategies by English Second Language (ESL)/ Non‐Native Language learners undertaking undergraduate studies at one university in Zimbabwe. The learners in the study came from a variety of backgrounds but shared one common feature which was the fact that they used English as a Second Language/ Non‐native language/Non‐Native Language. Using a case study approach, the study interviewed these ESL users as well as analysed their essays to establish how the learners used metadiscourse markers to communicate stance. Using insights from Systemic Functional Linguistics (SFL) theory, the study sought to establish how the language of appraisal was used in the learners' essays. Findings indicate that learners had a superficial appreciation of the academic writing genre and thus failed to use metadiscourse markers or resources of appraisal effectively to communicate stance. Differences were noted in the manner that stance was communicated between different faculties and possible explanations were offered for such findings. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
A critical analysis of Global Warning coverage in the National Geographic (2000-2010)
- Apostolis, Juanita Joleen
Authors: Apostolis, Juanita Joleen
Subjects: National geographic magazine , Global warming , Climatic changes -- Environmental aspects , Global warming -- Political aspects , Discourse analysis
Identifier: vital:8381 , http://hdl.handle.net/10948/1607 , National geographic magazine , Global warming , Climatic changes -- Environmental aspects , Global warming -- Political aspects , Discourse analysis
Description: National Geographic is a magazine that inspires people to care about the planet through its articles of exploration, education, and conservation. Magazines are a significant source of knowledge and compete with a variety of other media, constantly rethinking where they can improve in comparison to other media. Research in this dissertation shows that some magazines offer high quality imagery for artwork, photos and advertisements, which remains critical for industries and readers. They often offer greater depth than radio, TV, or even newspapers, so that people interested in an analysis of news and events still depend on magazines for informative and general news. People often turn to media—such as television, newspapers, magazines, radio, and Internet—to help them make sense of the many complexities relating to environmental science and governance that (un)consciously shape our lives. Global warming, as a subject, demands both political and personal responses in all parts of the world, and effective decision making at both scales depends on timely, accurate information, according to Shanahan (2009:145). The quality and quantity of journalism about climate change will therefore be key in the coming years. National Geographic comprises a variety of themes, such as environment, science, wildlife, travel and photography. This study is an analysis of the writing and photography related to one theme - global warming. It provides a critical analysis of the coverage of the global warming discourse in one magazine, examined over an eleven-year period from 2000 to 2010. This theme is powerful in that it represents ethical responsibility and concern for nature and our world and the analysis attempts to define the objects of discourse within the coverage, thus, evaluating if the format of the coverage informs and educates the audience about global warming.
Constructions of United States government development funding in response to the global gag rule
- Molobela, Reabetswe Lee-Anne
Authors: Molobela, Reabetswe Lee-Anne
Subjects: Pro-choice movement -- South Africa , Abortion -- Law and legislation -- South Africa , Abortion -- Moral and ethical aspects -- South Africa , Abortion -- Psychological aspects , Reproductive rights -- South Africa , Economic assistance, American -- South Africa , Non-governmental organizations -- South Africa , Discourse analysis , Social constructionism , Global Gag Rule
Description: Despite South Africa's progressive abortion law, barriers to safe abortion are numerous and exist at both the macro and micro level. Barriers include abortion stigma, discrimination, strong moral judgements against abortion within society and conscientious objection among health care workers. Furthermore, women's lack of knowledge regarding the legal status of abortion and the voluminous illegal advertisements of back street abortions undermines the legislation and promotes unsafe abortions. Sexual and reproductive health rights (SRHR) non-governmental organizations (NGOs) have served as a link between service and people by providing information about safe abortion to women, especially in rural areas and have received funding from various platforms including United States government. However, the United States government has established the global gag rule which forbids foreign non-governmental organizations receiving United States government funding from using United States government and non-United States funds for abortion related activities. The global gag rule has been reinstated and extended by the current United States president. As such the global gag rule is expected to have an adverse effect on sexual and reproductive health rights in South Africa and on Sexual and reproductive health rights non-governmental organizations. The aim of the study is to highlight the constructions and responses to the global gag rule by sexual and reproductive health rights non-government organization workers in the South African context. This study used semi-structured individual interviews to collect data through purposive and snowball sampling of 10 South African Sexual and reproductive health rights non-governmental organizations workers. The study is situated within the social constructionist framework with emphasis on Fairclough's three aspects of the constructive effects of discourse as an analytic tool in conjunction with Braun and Clarke's social constructionist thematic analysis. The results of the study reflect on participants' construction of United States government as imposing conservative agendas and taking regressive steps towards Sexual and reproductive health rights, which have in turn invoked indirect and direct resistance from non-governmental organizations. Additionally, NGO workers have constructed subject positions that highlight the vulnerability of non-governmental organizations dependency on United States government 1funding as it destabilizes and fragments civil society organization while it compromises the effectiveness of non-governmental organizations in serving the needs of intended communities. United States government is also constructed as strengthening abortion stigma and strengthening barriers to safe abortion that already exist in the country.
An archaelogy of South Africanness: the conditions and fantasies of a post-apartheid festival
- Truscott, Ross
Authors: Truscott, Ross
Subjects: Nationalism -- South Africa -- History -- 20th century , Whites -- Race identity -- South Africa , Afrikaner loyalists , Psychoanalysis , Discourse analysis , Multiculturalism -- South Africa
Type: Thesis , Doctoral , D Soc Sc (Psych)
Identifier: vital:11610 , http://hdl.handle.net/10353/539 , Nationalism -- South Africa -- History -- 20th century , Whites -- Race identity -- South Africa , Afrikaner loyalists , Psychoanalysis , Discourse analysis , Multiculturalism -- South Africa
Description: It has become commonplace in academic studies, particularly those with a critical bent, to view nations as being historical constructs, as being without essence, though not without effects of exclusion and inclusion, of the constitution of the "authentic" national subject and the "other of the nation." The critical impetus at work here is to show how a nation is constructed in order to bring into view the knowledge and power relations this construction entails, to show whose interests the construction serves, and whose it does not. This study examines the discursive production, the performative enactment and the spatial emplacement of post-apartheid "South Africanness" through a case study of Oppikoppi music festival. Oppikoppi is an annual event that emerged in 1994, on the threshold of the "new South Africa." The festival is attended predominantly by young white Afrikaans-speaking South Africans and is held on a farm in the northernmost province of Limpopo, South Africa, an area notoriously conservative in its racial politics. Yet, curiously, Oppikoppi has been repeatedly referred to, and refers to itself with an almost obsessive regularity and repetitiveness, as a "truly South African" event. Indeed, the festival has been promoted, since 1998, as "The Home of South African Music," and in 2009 the site of the festival was unofficially declared a "national monument." Through the employment of concepts drawn from the writings of French philosopher and historian, Michel Foucault – particularly his earlier archaeological works – and from Sigmund Freud – particularly his metapsychological works – this study has posed two broad sets of questions. Firstly, from a Foucauldian perspective, what have been the conditions for the production of "South Africanness" at this festival? What have been the requirements, the discursive "rules of the game" for whiteness and Afrikanerness to become "South African"? To what extent does this constitution of the festival as a "South African" event preserve older lines of division, difference and oppression? To what extent does this bring about meaningful social change? Secondly, from a psychoanalytic perspective, what are the fantasies constellated in the discourse of the festival as a "South African" event? Who, in these fantasies, is constituted as the "other of the post-apartheid nation"? How has fantasy provided a kind of "hallucinatory gratification," a phantasmatic compensation for, and a means of conserving, the losses of privilege in the new nation? And how has fantasy oriented the festival towards post-apartheid sociality, soliciting identifications with the post-apartheid nation? The overarching argument proposed is that anti-apartheid post-apartheid nation building has cultivated a melancholic loss of apartheid for whites in general and Afrikaners in particular, a loss that cannot be grieved – indeed, a loss that should not be grieved – and, as such, a grief that takes on an unconscious afterlife. Apartheid and the life it enabled – not only racialised privilege, but also a structure of identification and idealisation, of being and having – becomes a loss that is buried in, and by, the injunctions issued to post-apartheid memory and conduct. Without the discursive resources with which to symbolise this loss, disguised repetitions of the past, a neurotic refinding of the lost objects of apartheid, and melancholia are the likely outcomes, each of which engender a set of exclusions and enjoyments that run along old and new lines.
Power in periods: a Foucauldian-feminist exploration of menstruation in an all-girls' secondary school in South Africa
- Parkinson, Catherine Anne
Authors: Parkinson, Catherine Anne
Subjects: Menstruation South Africa , Menstruation Social aspects South Africa , High school girls Health and hygiene South Africa , Communication in reproductive health South Africa , Sexual health South Africa , Sex differences (Psychology) in adolescence South Africa , Male domination (Social structure) South Africa , Feminist theory , Foucault, Michel, 1926-1984. Surveiller et punir. English , Discourse analysis
Type: Master's theses , text
Description: Absenteeism from school among girls due to a lack of menstrual health management (MHM) products has increasingly attracted attention from researchers and activists in recent years. Having highlighted the challenges caused by a lack of MHM products, the focus has been on the available facilities at schools to ensure MHM. Many schools in South Africa lack water, sanitation and hygiene (WASH) to ensure hygiene standards for the removal of bodily excre-ment, which further causes distress to girls needing MHM while at school. To investigate fur-ther the MHM challenges girls face, apart from access to products and WASH, this qualita-tive study purposively selected an all-girls' school with access to good sanitation facilities. This research uses Foucauldian Discourse Analysis and Feminist Theory to explore the forms of discipline and control that girls experience at school to contain their bodily functioning and fluids, and the forms of resistance and support that girls encounter with MHM at school. I will argue that the ambivalent meanings girls acquire about menstruation at home and in soci-ety persist at school despite their own views that menstruation is normal. While MHM prod-ucts and WASH facilities need to be freely available, the problematic social response to men-struation is what needs to be addressed in order to emancipate women from the social patriar-chal power that informs their understanding that menstruation is shameful. MHM cannot only encompass products and facilities but needs to encompass a change in societal views of sex-ual and reproductive health. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
Land expropriation without compensation: a study of constructions of the Parliamentary process in selected mainstream and "ground-up" media from 27 February – 12 August 2018
- Jacobs, Luzuko G
Authors: Jacobs, Luzuko G
Subjects: Discourse analysis , Communication Political aspects South Africa , Land reform Press coverage South Africa , Land reform Government policy South Africa , Communication in mass media , Frames (Sociology) South Africa , Journalism Political aspects South Africa , Moneyweb Holdings Ltd. , City Press (South Africa) , Afriforum (South Africa)‎ , African Farmers' Association of South Africa (AFASA)‎
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/297807 , vital:57630 , DOI 10.21504/10962/297807
Description: This study investigates the constructions of land expropriation without compensation (LEwC) in the discourses of two mainstream media, Moneyweb and City Press, and two ground-up platforms, Afriforum and the African Farmers' Association of South Africa (AFASA). It follows the February 2018 adoption by Parliament, of LEwC as a policy to reorder the country's unequal and racially bifurcated economy. The motivations for, and opposition to the policy locate land as 'the issue' in conquest and capitalism. How land is signified therefore, is important to the understandings of 'restitution' and/or 'resolution'. The news platforms selected here are diverse: Moneyweb focuses on investments. City Press concerns itself with politics. Afriforum and AFASA are alternative sphericules linked to ethnically- polarised quotidian concerns with land as a key focus. Discourses are central to how citizens see and construct themselves and one another as subjects. As such, media frames can be connected to justice and inter-'race' complexities. This is a study of media influences in cultivating certain meanings and understandings of tenuous and fractious political situations characterised by inequality and interracial enmity. The thesis draws from the Epistemologies of the South as well as Marxism to constitute the locus of its enunciation of colonisation, liberal capitalism, land question, justice, ideology, discourse, and framing. This framework is geared towards emic understanding of interrelated local and global contexts of the land question. Conceptual clarity is key to the development of an emancipatory imagination. Qualitative framing analysis and critical discourse analysis are used in this study to examine a diachronic corpus of 124 articles from the four platforms covering 167-days, from the adoption of the LEwC motion through the initial round of public hearings. The findings suggest a strong influence of the structures of coloniality in discourses across a wide political spectrum. The frames and counter-frames in the four platforms are simultaneously divergent and similar. Some are reactionary and conservative, others are liberal-transformational and even radical-prefigurative. All however, orbit around abyssal, North-centric, liberal capitalist normativity as the centripetal centre. The study proposes rethinking of the land question, a radical exorcism from land discourses, of structures of coloniality of power, knowledge, and being. Their mobilisation, predominance and naturalisation in political communication is anti-transformation and helps keep Black South Africans to this day, under the heavy yoke of an oppressive colonial and Apartheid reality as perpetual economic slaves. , Thesis (PhD) -- Faculty of Humanities, Journalism and Media Studies, 2022