Academic literature on the topic 'Ndebele (Zimbabwe)'
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Journal articles on the topic "Ndebele (Zimbabwe)"
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Grupe, Gerd, and Wolfgang Laade. "Zimbabwe: The Ndebele People." Yearbook for Traditional Music 26 (1994): 191. http://dx.doi.org/10.2307/768271.
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Brown, Ernest D., and Wolfgang Laade. "Zimbabwe: The Ndebele People." Ethnomusicology 38, no. 3 (1994): 550. http://dx.doi.org/10.2307/852129.
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Ndlovu, Sambulo. "The toponym Bulawayo and ideologies of Ndebele language purism in Zimbabwe." Naming and Labelling Contexts of Cultural Importance in Africa 10, no. 2 (December 31, 2023): 209–23. http://dx.doi.org/10.1075/ijolc.00051.ndl.
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Abstract Linguistic and cultural anxieties have characterized the Ndebele language and culture due to the various hegemonies the people have gone through. The Ndebele as a nation were born out of the Mfecane migrations. In their migration up north they encountered various linguo-cultural groups that posed the risk of possible linguistic and cultural attrition. Upon settling in what is known as Zimbabwe today, the speakers of Ndebele were a minority among other language groups which they had conquered militarily. Both colonial conquest and the subsequent Shona triumphalist and nationalist discourses and policies placed Ndebele in a disadvantaged social and political position which threatened its existence. This paper establishes that all these factors fed into the Ndebele linguistic anxiety, which is manifested in various tense encounters, especially on social media platforms. Data for the study were collected through observations and unstructured interviews. Using the prisms of linguistic purism ideologies and linguistic analysis, the paper analyzes the attitudes towards and the grammar of the various renditions of the toponym. The paper establishes that, while political tensions foment the linguistic tensions around the phonology and morphology of the toponym, there are some idiosyncrasies that are influenced by the mother tongues of speakers and this creates some of the transphonological and morphological changes that infuriate Ndebele speakers.
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Ndlovu, Sambulo. "Historicity of Some Ndebele Toponyms in Zimbabwe." Greener Journal of Social Sciences 3, no. 5 (May 20, 2013): 092–98. http://dx.doi.org/10.15580/gjss.2013.5.032113538.
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Mangena, Tendai, and Sambulo Ndlovu. "Reflections on how Selected Shona and Ndebele Proverbs Highlight a Worldview that Promotes a Respect and/or a Violation of Children’s Rights." International Journal of Children’s Rights 22, no. 3 (October 27, 2014): 660–71. http://dx.doi.org/10.1163/15718182-02203003.
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This paper sets out to demonstrate that though the un Convention on the Rights of the Child (1989) is the most widely accepted Human Rights Convention and Zimbabwe is one of the 193 states acceding to the treaty, there are still challenges in the promotion of children’s rights. Irrespective of the fact that human rights discourse is believed to be a modern concept and its universal application is contested, this paper also demonstrates that children’s rights have always been moral imperatives for both the Shona and Ndebele of Zimbabwe since time immemorial, as shown in their proverbs. Nevertheless, it is also imperative there were some beliefs that, if considered in the modern sense of the human rights paradigm, promoted the violation of some children’s rights. The following discussion shows that children’s autonomy is not culturally a Shona or Ndebele concept, and is often not realized in these cultures even if Zimbabwe adheres to the Convention of the Child’s Rights that stipulates that the child be viewed and treated as an autonomous being. In both Shona and Ndebele traditional cultures, as expressed in their proverbs, parents have an obligation to offer protection to their children. This paper also demonstrates the cultural ambivalence in two specific aspects of child care: the beating up of children as a discipline factor and the raising up of orphans.
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Phiri, Admire, and Innocent Dande. "Surviving on the margins." Hunter Gatherer Research 7, no. 3-4 (August 2021): 309–40. http://dx.doi.org/10.3828/hgr.2021.3.
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This article examines the history of the Tjwa (San) community of Zimbabwe from the prisms of food, marginality and Zimbabwean politics. It traces the marginal position of the Tjwa people to the Bantu migrations and the coming of the Ndebele state in the 1830s. These two migrations pushed the San people into the marginal and driest south-western parts of Zimbabwe. We examine how this affected the Tjwa people’s choice of food as they responded to capricious weather conditions. We also argue that the colonial state furthered the marginalisation of the Tjwa by setting up the Hwange National Park and removing the Tjwa from their traditional foodways and livelihood strategies. Their marginalisation in the colonial economy got worse because the colonial state did not prioritise their education or induction in the colonial economy, as it did for other ethnic groups. Resultantly, the Tjwa found themselves as ‘rural serfs’ working for their Ndebele and Kalanga neighbours who underpaid them. We show that the Ndebele and Kalanga rural cattle economies were themselves periodically plagued by recurrent droughts and that they responded to these variable weather conditions by underpaying their Tjwa workers. We also show that the government’s preference of settled agriculture also worsened the marginalisation of the Tjwa. We conclude by pointing out that the Tjwa’s marginal position in the successive epochs affected their eating habits and access to food. The paper is based on published sources produced by European literate observers, as well as data collected during multiple fieldworks between 2013 and 2023. The fieldworks aimed at documenting the language and its speech community through interviews, questionnaires and narratives.
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Moyo, Khanyisela. "Minorities in Postcolonial Transitions: The Ndebele in Zimbabwe." African Journal of Legal Studies 4, no. 2 (2011): 149–85. http://dx.doi.org/10.1163/170873811x577311.
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AbstractThis article argues that there is a legal and political basis for attending to concerns of ethnic minorities in postcolonial transitions. If left unattended, this issue may prompt members of minority groups to resort to preservative measures, including violence to the detriment of the security which is a fundamental objective of the transition. This reaction is often generated by an axiomatic fear of assimilation. The case of the Ndebele of Zimbabwe illustrates this. The article’s position is confirmed by post-colonial state practice that implements minority rights and accords affected groups a right to self-determination or autonomy in tandem with liberal democratic reforms.
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Downing, Laura J. "Satisfying minimality in Ndebele." ZAS Papers in Linguistics 19 (January 1, 2000): 23–39. http://dx.doi.org/10.21248/zaspil.19.2000.67.
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In this paper, I discuss four different verb forms in Ndebele (a Nguni Bantu language spoken mainly in Zimbabwe) - the imperative, reduplicated, future and participial. I show that while all four are subject to minimality restrictions, minimality is satisfied differently in each of these morphological contexts. To account for this, I argue that in Ndebele (as in other Bantu languages) Word and RED are not the only constituents which must satisfy minimality: the Stem is also subject to minimality conditions in some morphological contexts. This paper, then, provides additional arguments for the proposal that Phonological Word is not the only sub-lexical morpho-prosodic constituent. Further, I argue that, although Word, RED and Stern are all subject to the same minimality constraint – they must all be minimally bisyllabic - this does not follow from a single 'generalized' constraint. Instead, I argue, contra recent work within Generalized Template Theory (see, e.g., McCarthy & Prince 1994, 1995a, 1999; Urbanezyk 1995, 1996; and Walker 2000; etc.) that a distinct minimality constraint must be formalized for each of these morpho-prosodic constituents.
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Musoni, Francis. "Forced Resettlement, Ethnicity, and the (Un)Making of the Ndebele Identity in Buhera District, Zimbabwe." African Studies Review 57, no. 3 (December 2014): 79–100. http://dx.doi.org/10.1017/asr.2014.93.
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Abstract:This study examines the historical development of hostility between the Shona-speaking inhabitants of Buhera district in south-central Zimbabwe and Ndebele speakers who settled in the area after being forcibly removed from various parts of Matabeleland and Midlands provinces between the 1920s and 1950s. It shows how competition for productive farmlands, which became visible beginning in the 1940s, produced and sustained the Ndebele–Shona hostility in Buhera. While other scholars view this hostility primarily from an ethnic perspective, this article argues that ethnicity was just one of many factors that shaped relations between these people.
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Maseko, Busani. "Blurring the binaries of home/school in Family Language Policy." Sociolinguistic Studies 18, no. 1-2 (April 29, 2024): 81–106. http://dx.doi.org/10.1558/sols.24796.
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The persistence of the COVID-19-induced lockdowns resulted in increased parent-child encounters as parents worked from home while children learnt through remote platforms. This blurred the binaries of home/school as parents assumed the role of teachers by participating in children’s schooling more formally. By focusing on the role of parents as teachers in heritage language tasks, this study discusses family language ideologies and how they are infused into the teaching and learning of Ndebele, a historically minoritised and marginalised language in Zimbabwe. Data is drawn from a linguistic ethnography of a Ndebele heritage language family residing in the city of Bulawayo. Data consists of audio-recorded Ndebele language lessons and parental interviews. By drawing on the concepts of Family Language Policy and Bourdieu’s notion of ‘legitimate language’, the study exposes how children’s heritage language tasks became important aspects of family’s language transactions, contestations and negotiations. Parents build on their temporary teacher authority to assert their agency in reinforcing a Ndebele identity by endeavouring to teach Ndebele to their children through a ‘Ndebele lens’. Children’s stances towards parents’ monolingual practices and ideologies reveal their resistant agency. Their appeals for explanations and translations of some Ndebele words and expressions into English reproduce school language practices and ideologies that project English as the legitimate language. Parents’ insistence on monolingual practices and children’s language negotiations also reproduces the tensions that exist between English and indigenous languages at school and in the community at large. The study concludes that despite these tensions, these heritage language tasks present opportunities for productive language concordant parent-child encounters that reinforce children’s linguistic identities.
Dissertations / Theses on the topic "Ndebele (Zimbabwe)"
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Msindo, Enocent. "Ethnicity in Matabeleland, Zimbabwe : a study of Kalanga-Ndebele relations, 1860s-1980s." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616249.
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Ndhlovu, Ketiwe. "An investigation of strategies used by Ndebele translators in Zimbabwe in translating HIV/AIDS texts: a corpus-based approach." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/524.
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In Zimbabwe, translation studies is yet to be recognized as a discipline worthy of study in its own right, hence, not much research has been carried out into the theory and practice of translation. Furthermore, there is no tertiary institution that offers professional translation courses. In light of this information most translations are carried out by untrained/partially trained translators with only a few translators who have gained experience over time. The aim of this study was to investigate strategies used by Ndebele translators in the translation of specialized terms and cultural taboos in selected HIV/AIDS texts, as well as factors that can be used to improve the translation situation of Zimbabwe. Three main theoretical approaches were used in a complementary fashion, namely Descriptive Translation Studies (DTS), Cultural Studies and Corpus-based Translation Studies (CTS). DTS provided the researcher with a theory to understand the Ndebele translations in their wider environment; Cultural Studies provided the researcher with the means by which to understand Ndebele culture and taboos; Corpus-based Translation Studies (CTS) provided the researcher with the methodological tools and analytical techniques to analyse the corpus of texts. An English-Ndebele Parallel Corpus (ENPC) was created using fourteen English source texts and their corresponding Ndebele translations. The ENPC was interrogated by means of ParaConc, a parallel concordancing program. The study found that when translating specialised terms, Ndebele translators used strategies such as a general or neutral word, cultural substitution, paraphrasing and omission. The strategy of omission was misused in most cases because Ndebele translators omitted valuable information which did not reach the target readers. With regards to translation strategies that contributed to term creation, it was found that Ndebele translators relied on external as well as internal resources. The translators used strategies such as pure loan words; pure loan words preceeded by an explanation and indigenised loan words. From the Ndebele language itself, the translators resorted to semantic shift, compounding, coinage and paraphrasing, among others. From the ENPC it is clear that Ndebele translators did manage to transfer the message from English to Ndebele to an extent. However, the ENPC has to be used with caution by other researchers since the translations included in the corpus are full of errors such as misinterpretations of the source texts, mistranslations, incorrect terms and incorrect orthography. This factor points to a dire need to establish translation as an academic discipline and profession in Zimbabwe so as to elevate the quality of translations and offer better translation services to all users.
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Goodwin, David Pell, and n/a. "Belonging knows no boundaries : persisting land tenure custom for Shona, Ndebele and Ngai Tahu." University of Otago. Department of Surveying, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080807.151921.
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Aspects of customary land tenure may survive even where formal rules in a society supersede custom. This thesis is about persisting custom for Maori Freehold land (MFL) in New Zealand, and the Communal Areas (CAs) of Zimbabwe. Three questions are addressed: what unwritten land tenure custom still persists for Ngai Tahu, Shona and Ndebele, what key historical processes and events in New Zealand and Zimbabwe shaped the relationship between people and land into the form it displays today, and how do we explain differences between surviving customary tenure practices in the two countries? The research was based on in-depth interviews.
A key difference between the two countries was found to lie in the type and degree of security available over the years to Maori and Shona/Ndebele. Roots of security were found in the substance of the founding treaties and concessions, and thereafter in a variety of other factors including the help (or lack of it) offered by the law in redressing grievances, the level of intermarriage between settler and autochthon, the differing security of land rights offered in urban centres in the respective countries, demographic factors and the availability of state benefits. This research finds that greater security was offered to Maori than to Shona and Ndebele, and that this has reduced the centrality of customary practices with regard to land.
The research found that, in Zimbabwe, tenure security in the CAs is still underwritten by communities and that significant investment is still made in both living and dead members of those communities. Another finding is that land custom has adapted dynamically to meet new challenges, such as urban land and CA land sales. In New Zealand, investment in groups that jointly hold rights in MFL has, to some extent been eclipsed by the payment of rates and the availability of services (e.g. state-maintained boundary records and law enforcement mechanisms) and of benefits (e.g. superannuation, disability and unemployment). Land and community are not as closely linked to survival as they were in the past and, for many, they have come to hold largely symbolic value and less practical significance. Overall, it is the pursuit of security and �belonging� that have been the greatest influences on customary land tenure practices in the long term.
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Nguluwe, Johane A. "The "puny David" of Shona and Ndebele cultures a force to reckon with in the confrontation of the "Goliath" of violence /." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.
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Ndlovu, Mphathisi. "Constructions of nationhood in secession debates related to Mthwakazi Liberation Front in Bulawayo's Chronicle and Newsday newspapers in 2011." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001846.
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This study investigates the constructions of nationhood in two Bulawayo newspapers, the Chronicle and Newsday. Against the backdrop of the emergence of a secessionist movement, Mthwakazi Liberation Front (MLF), this research examines the discourses of nationhood in the secessionist debates raging in these two newspapers. This study is premised on a view that nationhood constructions cannot be understood outside the broader context in which these newspapers are embedded. Accordingly, it traces the roots and resurgence of Matabeleland separatist politics, exploring the political-historical forces that have shaped a distinctive Ndebele identity that poses a threat to the one, indivisible Zimbabwean national identity. Further, the study situates Matabeleland separatist politics within the broader African secessionist discourse challenging the post-colonial nation-building project on the continent. Informed by Hall’s (1992, 1996) constructivist approach to identity, it considers national identities as fragmented, multiple and constantly evolving. Thus, this study is framed within Hall’s (1997) constructivist approach to representation, as it examines the constructions of nationhood in and through language. The study uses qualitative research methods, as it examines the meanings of nationhood in key media texts. Informed by Foucault’s discourse theory, this research employs critical discourse analysis (CDA) to analyse 12 articles from the two newspapers. The findings confirm that the representations of nationhood in the two newspapers are influenced by their position within the socio-political context. The state-owned Chronicle legitimates the unitary state discourse advocated by ZANU PF. On the other hand, Newsday’s representations are informed by the discourses of the opposition political parties and civil society that challenge the dominant nation-building project. Thus, within this paper, secession and devolution emerge as alternative imaginaries that contest the authoritarian discourse of nationhood
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Mugore, Masawi Maireva Faustina. "Language learning and teaching in Zimbabwe : English as the sole language of instruction in schools : a study of students' use of English in Zimbabwe, their indigenous languages (Shona and Ndebele), and the schools' methods of instruction in secondary school classrooms." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29090.
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This study focuses on the use of English as the sole medium of instruction in Zimbabwean schools and the effect of such a policy on the educational achievement of students, particularly in secondary schools. The role of Shona and Ndebele, two other Zimbabwean official languages, in schooling is also examined.Some of the findings reveal a learning and teaching environment that prevents strategies from addressing linguistic, social and cultural development with a coherent workable vision in the English classroom.
Because English is the working language of government, business, and industry in Zimbabwe, an English-only policy seems to be a practical means to prepare students for higher education and the workforce. The growing status of English as an international lingua franca provides additional support for such a policy.
This study reveals the need to rethink the imposition of an English-only policy. The findings indicate that current teaching approaches/methods and materials do not entirely support language development in English, largely because they do not take into account the economic, social, and linguistic situations of the students.
The study supports and calls for a multifaceted approach to the way language is currently taught in Zimbabwe, and sees this as one way secondary schools can produce, through the medium of English instruction, students and teachers who can adapt to rapid change, and relate to people from diverse socio-cultural and linguistic backgrounds.
The study emphasizes the integration and expectations of people's views on language and education, as heard and expressed by many respondents. This is considered central to any meaningful effort towards linguistic competence, a challenging but stimulating learning environment, and better communication among students and teachers.
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Mtimbiri, Siza. "The impact of HIV/AIDS on infected and affected rural primary school children in Zimbabwe : children's perspectives : a case study." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/285424.
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Although there has been increasing research on HIV/AIDS and children, albeit mostly outside the school environment, most research in the area tends to view 'children as objects' (Christensen and James, 1999) in the research process whereby the change in the child is what is being observed. This view lessens the role of the child and as such means that the results are inadequate - mostly the researcher's perspective is represented. In Zimbabwe, with an estimated 1.1 million AIDS orphans and 115,000 children under 14 living with HIV/AIDS, not much empirical research has been conducted in school settings where they spend most of their time; the complexities of infected and affected students' experiences within the school-home-community spheres are mostly inferred due to lack of empirical research. Using Bronfenbrenner's Ecological System's Theory and the Capability Approach to adopt a holistic psychosocio-cultural lens, the research aims to understand the experiences of infected and affected students from their perspectives within their school, home and community environments. Added to observations, in-depth interviews based on data collected using photography, drawings, timelines, sociograms and student diaries were conducted with 65 boys and 27 girls aged 10 -13 years from a rural primary school during the months of August to December 2011. In-depth interviews were also conducted with 161 parents and caregivers. Also interviewed were 13 stakeholders comprising of a Senior Research Officer within the Ministry of Education, District Education Officer, 5 Teachers and their Principal, a District Councilor, the Chief, a village head, a local Baptist Minister and a research staff person from, FACT, a local NGO that works with AIDS orphans. Among children, findings point to dilapidating issues of stigma, abandonment, unaddressed emotional and physical needs; children relied on each other's advice more than that of teachers and caregivers. Among the adult community, the education authorities and community leaders who are custodians of their education, ignorance about infected and affected children is astounding. An ageing population of caregivers is barely able to deal with the complexities of infected children. Religion has a powerful negative influence on addressing HIV/AIDS issues. Teachers, citing taboo issues about sex and the fact that HIV/AIDS is not an exam at the school, refused to broach the subject. Education Officials at the time clearly pointed out that there has been no research nor any plans yet to address this population and their needs. Further research will need to be conducted for educational planning that will be most effective in implementing meaningful changes for this group and other rural primary school children.
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Gambahaya, Zifikile. "An analysis of the social vision of post-independence Zimbabwean writers with special reference to Shona and Ndebele poetry." Doctoral thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9678.
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Includes bibliographical references.This dissertation analyses creative trends in Shona and Ndebele poetry published after the attainment of political independence in 1980. The research tries to establish the close link between poems in the two national languages and post-independence Zimbabwean history in order to examine the link between creative writing and nationalism, which is the context in which creativity takes place, an attempt is made to outline major trends in nationalist history vis-a-vis colonialism. Having set the background for analysis, the research focuses on texts that are published in the context of the apparent cultural renaissance that is ushered by the apparent victory of African nationalism over colonialism. The texts are analysed in the context of the dialectic of nationalism and colonialism.
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Siziba, Gugulethu. "Language and the politics of identity in South Africa : the case of Zimbabwean (Shona and Ndebele speaking) migrants in Johannesburg." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/95464.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Discourses about identity framed in terms of questions about autochthons and the Other are on the ascendance in the contemporary socio-political and cultural milieu. Migration, by virtue of its transgression of national boundaries and bounded communities, stands as a contentious site with respect to the politics of identity. South Africa is one case in point, where migrants – particularly those of African origin – have been at the centre of a storm of Otherization, which climaxed in the May 2008 attacks (now widely termed ‗xenophobic attacks‘). ―Amakwerekwere”, as African migrants in South Africa are derogatively referred to, face exclusionary tendencies from various fronts in South Africa. Using language as an entry point, this thesis investigates how Zimbabwean migrants – who by virtue of a multifaceted crisis in their country have a marked presence in South Africa – experience and navigate the politics of identity in Johannesburg. Through a multi-sited ethnography, relying on the triangulation of participant observation and interviews, the thesis focuses on Ndebele and Shona speaking migrants in five neighbourhoods. Framing the analysis within an eclectic theoretical apparatus that hinges on Bourdieu‘s economy of social practice, it is argued that each neighbourhood is a social universe of struggle that is inscribed with its own internal logic and relational matrix of recognition, and each ascertains what constitutes a legitimate language and by extension legitimate identity. This relational matrix is undergirded by a specific distributional and evaluative structure with corresponding symbolic, economic and socio-cultural capitals (embodied practices) that constitute the requisite entry fees and currency for belonging, as well as the negative capitals that attract designations of the strange and the Other. Zimbabwean migrants‘ experiences as the Other in South Africa take on diverse and differentiated forms. It was observed how experiences of Otherness and being the Other are neither homogenous nor static across the different social universes that make up Johannesburg; rather they are fluid and shifting and occur along an elastic continuum. Consequently the responses of migrants are also based on a reading of – and response to – the various scripts of existence in these different social universes.
AFRIKAANSE OPSOMMING: Diskoerse oor identiteit, uitgedruk in terme van vrae oor autochthons en die Ander, is aan die toeneem in die huidige sosio-politieke en kulturele milieu. Migrasie, wat met die oortreding van nasionale grense en begrensde gemeenskappe geassosieer word, is 'n omstrede terrein met betrekking tot die politiek van identiteit. Suid-Afrika is 'n goeie voorbeeld hiervan, waar migrante – veral dié van Afrika-oorsprong – in die middel van 'n storm van Anderisering beland het. Hierdie situasie het 'n hoogtepunt bereik in die Mei 2008-aanvalle – nou algemeen bekend as "xenofobiese geweld." "Amakwerekwere", soos Afrika-migrante in Suid-Afrika neerhalend beskryf word, word vanuit verskeie oorde in Suid-Afrika gekonfronteer met uitsluitingstendense. Die tesis gebruik taal as beginpunt vir 'n ondersoek oor hoe Zimbabwiese migrante – wat as 'n gevolg van 'n veelsydige krisis in hul land 'n merkbare teenwoordigheid in Suid-Afrika het – die politiek van identiteit in Johannesburg ervaar en navigeer. Deur middel van 'n multi-terrein etnografie, wat staatmaak op die triangulering van etnografiese waarneming en onderhoude, word Ndebele- en Sjonasprekende migrante in vyf woonbuurte ondersoek. Gebaseer op 'n eklektiese teoretiese apparaat, hoofsaaklik gewortel in Bourdieu se ekonomie van sosiale praktyk, word voorgestel dat elke woonbuurt 'n sosiale universum van stryd is waarop 'n eie interne logika en verhoudingsmatriks van herkenning ingeskryf is, en dat elkeen sy eie legitieme taal en by implikasie, eie legitieme identiteit het. Hierdie verhoudingsmatriks word ondervang deur 'n spesifieke verspreidings- en evalueringstruktuur met ooreenstemmende simboliese-, ekonomiese-, en kulturele-kapitaal (beliggaamde praktyke), wat dien as 'n soort inskrywingsfooi of geldeenheid vir insluiting, sowel as die negatiewe kapitaal wat toeskrywings van andersheid en die Ander aantrek. Zimbabwiese migrante se ervarings as die Ander in Suid-Afrika neem verskillende vorme aan. Daar is waargeneem hoedat ervarings van Andersheid in die verskillende sosiale kontekste van Johannesburg nie homogeen of staties is nie, maar eerder vloeibaar en skuiwend op 'n elastiese kontinuum. As 'n gevolg is die gedrag van migrante ook gebaseer op 'n lesing van – en reaksie op – die verskeie spelreëls van hierdie verskillende sosiale omgewings.
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Muchemwa, Cyprian. "Building friendships between Shona and Ndebele ethnic groups in Zimbabwe." Thesis, 2016. http://hdl.handle.net/10321/1532.
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Submitted in fulfillment of the requirements of the degree of Doctor of Philosophy, Public Management (Peacebuilding), Durban University of Technology, Durban, South Africa, 2016.Despite all the public pretences of projecting a united country, Zimbabwe is a divided country and this has made genuine peace and unity very difficult to attain. The bruised and polarised relationship between the Shona and Ndebele ethnic groups is deeply rooted in the annals of history, which makes it a protracted social conflict. The Gukurahundi campaign between 1982 and 1987 was part of a chain of catastrophic events, which have emanated from a well-established culture of violence and intolerance between Shona and Ndebele. Efforts to address this culture using a top-down approach under the auspices of the 22 December 1987 Unity Accord did little to curb hostilities. Even though these efforts were commendable, they were not sufficient to make any significant inroads into the polarised relationship of mistrust between the two groups. This thesis applied an Action Research design and specifically used the Transcend dialogue method to explore the possibilities of building mutual respect and understanding among a small sample of young Shona and Ndebele participants. The research found that creating intentional platforms for interaction could have a positive transformative effect on relationships. It is not too late to create more spaces and transformational platforms for people to dialogue, to listen to each other, to share stories, and carry out projects together. Engagement using dialogue can create new synergies, which can make a worthwhile difference to the long journey towards (re) building broken bridges and building new bridges.
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Books on the topic "Ndebele (Zimbabwe)"
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Pelling, J. N. A practical Ndebele dictionary. Ardbennie, Harare: Longman Zimbabwe, 2001.
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Pamela, Pelling, ed. Lessons in Ndebele. Ardbennie, Harare: Published in association with the Literature Bureau [by] Longman Zimbabwe, 1987.
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Hleza, Ezekiel S. K. Emfuleni wezinyembezi. Harare, Zimbabwe: Zimbabwe Pub. House, 1992.
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Khumalo, Jabulani Langa. Okukhulunywa ngabantu. Harare, Zimbabwe: College Press, 1995.
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Manunga-Lukokisa, Godefroid. Catholic evangelization among the Ndebele of Zimbabwe. Nettetal: Steyler, 2004.
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Dima, Ndlovu Bernard, ed. Amalibho lencazelo zawo. Gweru, Zimbabwe: Mambo Press, 1999.
Find full textBook chapters on the topic "Ndebele (Zimbabwe)"
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Ndlovu, Sambulo. "Ndebele Funeral Rites and COVID-19." In Zimbabwe in the Post-COVID-19 Era, 106–20. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003390732-9.
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Foreman, Bridget, and Butshilo Nleya. "Deconstructing and Reconstructing Zimbabwean Ndebele Izaga." In Decentered Playwriting, 165–78. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003270140-18.
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Malunga, Siphosami. "Unpacking Gukurahundi Atrocities Against the Ndebeles of Zimbabwe: What Are the Possibilities for Individual Criminal Responsibility of the Perpetrators Under International Criminal Law?" In National Accountability for International Crimes in Africa, 583–637. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88044-6_16.
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"2 Domination and Resistance: Precolonial Ndebele and Kalanga Relations, 1860–93." In Ethnicity in Zimbabwe, 30–64. Boydell and Brewer, 2012. http://dx.doi.org/10.1515/9781580467858-007.
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"4 Ultraroyalism, King’s Cattle, and Postconquest Politics among the Ndebele, 1893 to the 1940s." In Ethnicity in Zimbabwe, 93–114. Boydell and Brewer, 2012. http://dx.doi.org/10.1515/9781580467858-009.
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Dube, Precious, Moreen Mugomba, and Lettiah Gumbo. "Challenges in Multilingual High-Density Government Secondary School Classrooms in the Midlands Province in Zimbabwe." In Handbook of Research on Teaching in Multicultural and Multilingual Contexts, 208–24. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5034-5.ch012.
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Midlands is multi-linguistic and multicultural province situated at the heart of Zimbabwe, and Gweru is its major city where people from different parts of the country converge. Many languages including Shona, Ndebele¸ Zim English, Chewa¸ Zulu, and Venda are spoken. This study aimed to explore challenges in multi-lingual high density government secondary school classrooms in the Midlands province in Zimbabwe. The study used a qualitative approach involving document analysis, semi-structured interviews, and classroom observations. A purposive sampling was used, and three high density government secondary schools were selected. Nine teachers and 30 learners participated in the study. Data were analyzed by using thematic analysis. Findings have shown a number of challenges, which include lack of confidence among learners, resource constraints, and lack of trained teachers. The study suggests that school management committees should obtain adequate learning materials for learners. Governments should organize professional development courses to train teachers on how to handle multilingual classes.
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Myers-Scotton, Carol. "The African Setting." In Social Motivations For Codeswitching, 9–44. Oxford University PressOxford, 1993. http://dx.doi.org/10.1093/oso/9780198239055.003.0002.
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Abstract THE main data sources of this volume are two African nations where English is the main official language, with one or more indigenous languages also sharing official status. In Kenya, Swahili is a co-ordinate official language, and in Zimbabwe, Shona and Ndebele also have official status. In both cases, English has more of the roles in domains of socio-economic consequence. For example, English is the medium of instruction of education at all levels, or at least beyond the first few years of primary school. It is also the language of written work, whether in government or business. The CS to be studied largely involves English; however, two examples come from francophone Africa (Wolof/French and Lingala/French).
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Charamba, Erasmos. "No Student Left Behind." In Handbook of Research on Inequities in Online Education During Global Crises, 510–28. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6533-9.ch026.
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The end of 2019 was punctuated by the emergence of an infectious disease spread through human-to-human transmission. This resulted in the suspension of contact classes as countries tried to contain the widespread virus. institutions were thus left with only one option: e-learning. E-learning entails the electronic delivery of learning experiences through the use of electronic mail and can either be synchronous or asynchronous. Through sociolinguistic lens embedded in the funds of knowledge and Paulo Freire's critical pedagogy, this chapter reports on a qualitative study that sought to delve into the pivotal role language play in the e-learning of multilingual undergraduate science students at a university in Zimbabwe. The students received e-learning lessons in the form of videos and narrated slides in English with subtitles in Shona and Ndebele languages. Data was collected through focus group interviews held via Microsoft Teams. This study suggests commendatory cognitive and socio-cultural benefits of multilingual e-learning pedagogy and espouses its use in higher education.
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Zivave, Wilson. "De-coloniality and de-minoritization of indigenous cultural heritage in Africa: An exploration of Nambya religion." In Indigenous Populations - Perspectives From Scholars and Practitioners in Contemporary Times [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.105727.
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Scholarship on indigenous populations has tended to downplay the importance of minority cultural heritage. In this article I explore how colonialism, Christianity and ethnicity have colluded in ensuring that indigenous cultural heritage of minority groups is diluted, compromised and disfigured. This has led to the identity loss and cultural circumcision of minority groups like the Nambya people in Zimbabwe. Drawing on religious-ethnographic research of the Nambya I argue that Nambyan culture have been treated as the “other”. I contend that by exploring the role of colonialism, Christianity and ethnicity dominance in impacting on the loss of the rich religious heritage of the Nambyan ethnic group. There are factors which minoritise the other in order to dominate the cultural and religious spaces in multicultural society. I demonstrate that minoritisation of ethnic groups like the Nambya have resulted in the cementing of colonial hegemony and ethnic dominance of the Shona and Ndebele. Lastly I recommend that de-minoritisation of Nambyan beliefs system is imperative as part of the wider efforts to preserve the cultural heritage of people who are marginalised because of ethnicity.
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Musendekwa, Menard. "Strides and Struggles of Coalition Governments in Southern Africa." In Advances in Public Policy and Administration, 172–87. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1654-2.ch011.
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Coalition governments have emerged as a mechanism for peaceful resolution following disputed elections, offering insights into addressing political disputes and legitimacy crises. In Zimbabwe, historical contexts such as the Gukurahundi War, which exacerbated tensions between the Ndebele and Shona communities, underscore the significance of coalition governance. The Unity Accord between ZANU-PF and PF-ZAPU provided temporary respite from tribal conflicts. Subsequently, the Government of National Unity (GNU) was established after the 2008 disputed election, aiming to transition towards fresh elections. Following Mugabe's tenure, Mnangagwa's victory amid accusations of election rigging prompted legal intervention. Mnangagwa's initiation of the Political Actors Dialogue (POLAD) aimed to incorporate ideas from losing parties, yet faced rejection by the main opposition. Criticism of the 2023 elections has intensified calls for a transitional authority or another GNU to prepare for reruns. This research will employ qualitative analysis, including historical review and document analysis, to investigate the advantages and disadvantages of coalition governments in Africa. Findings aim to provide valuable insights for political actors to make informed decisions in navigating political transitions.