Academic literature on the topic 'Zimbabwean (English)'
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Journal articles on the topic "Zimbabwean (English)"
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Mlambo, Muzi. "A survey of the language situation in Zimbabwe." English Today 25, no. 2 (May 26, 2009): 18–24. http://dx.doi.org/10.1017/s0266078409000145.
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ABSTRACTIs there a Zimbabwean variety of English? If so, who speaks it? Although Zimbabwe is a multilingual speech community, the Shona language, which is composed of dialects and sub-dialects, enjoys numerical dominance because it is spoken by the majority of the Zimbabweans. On the other hand, English, the official language, enjoys status dominance and it occupies a special position in the lives of many Zimbabweans. There is dispute, however, whether English in Zimbabwe is an interlanguage, and its speakers have adopted the native variety as a model, or whether it is better to observe that there are many varieties of English in Zimbabwe which are pragmatically identifiable as Zimbabwean, and that the vast majority of Zimbabweans appear to speak an English which reflects the linguistic characteristics of Shona.
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Gijimah, Tevedzerai, and Collen Sabao. "Bi/multilingual Voices and Audiences? Code-Switching in Zimbabwean Popular Drama, Studio 263." International Journal of Linguistics 8, no. 5 (September 29, 2016): 40. http://dx.doi.org/10.5296/ijl.v8i5.10084.
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<p class="1"><span lang="X-NONE">Code-switching is an observed common discourse linguistic behaviour in Zimbabwean popular dramas. The motives and effects of the use of code-switching in such communicative contexts is however an understudied area. This article examines the communicative impact/effects on the audience, of code-switching as a communication strategy in <em>Studio 263</em>, one of Zimbabwe’s popular dramas (soap operas). Observing that code-switching has become part and parcel of Zimbabwean everyday discourses – a situation chiefly resulting from the Zimbabwean linguistic situation characterised by bi/multilingual societies – the analysis explores the rhetorical and communicative potential of code-switching as a communication strategy within the communicative contexts that popular dramas represent and in a bi/multilingual society. The Zimbabwean language situation promotes the use of the English language in all formal communicative events while the ‘indigenous’ languages (Shona and Ndebele) do not enjoy similar privileges. Because English is a second language to the majority of the residents of Zimbabweans, this has resulted in the proliferation of bi/multilingual communities. This article critiques the justification of the use of code-switching in <em>Studio 263</em> as well as its use as a tool for communicating to a ‘larger’ audience.</span></p>
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Kadenge, Maxwell. "Zimbabwean English: A sociophonological exploration." South African Journal of African Languages 30, no. 1 (January 2010): 35–51. http://dx.doi.org/10.1080/02572117.2010.10587334.
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Siziba, Gugulethu, and Lloyd Hill. "Language and the geopolitics of (dis)location: A study of Zimbabwean Shona and Ndebele speakers in Johannesburg." Language in Society 47, no. 1 (February 2018): 115–39. http://dx.doi.org/10.1017/s0047404517000793.
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AbstractThe Zimbabwean diaspora is a well-documented phenomenon. While much research has been done on Zimbabwean migration to South Africa, the role that language plays in this process has not been well researched. This article draws on South African census data and qualitative fieldwork data to explore the manner in which Zimbabwean migrants use languages to appropriate spaces for themselves in the City of Johannesburg. The census data shows that African migrants tend to concentrate in the Johannesburg CBD, and fieldwork in this area reveals that Zimbabwean migrants are particularly well established in two suburbs—Yeoville and Hillbrow. The article explores migrant language repertoires, which include English, Shona, Ndebele, and a variant of Zulu. While many contributions to the migration literature tend to assume a strong association between language and ethnicity, the article shows how this relationship is mediated by geographic location and social positioning within the city. (Language, migration, Johannesburg, South Africa, Zimbabwe)*
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Bhebhe, P. "Perceptions of Advanced Level Students and Teachers Towards the Learning of Poetry in Literature in English in the Zimbabwean Classroom." International Journal of Research and Scientific Innovation XI, no. VI (2024): 206–9. http://dx.doi.org/10.51244/ijrsi.2024.1106017.
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This paper is a desktop review of the perceptions of advanced-level students and teachers towards learning poetry in English literature in the Zimbabwean classroom. English language is one of the core subjects in the Zimbabwean education curriculum. From early childhood development to the university level, students are taught and examined in English. In advanced level (‘A’ level) classes, particularly in Nkayi District, students even learn English and communication skills and write them as a fourth subject. Although it does not contribute towards an individual student’s points, it is considered a desirable subject. English and communication skills are compulsory in almost all the schools in Nkayi District. The subject of Literature in English comprises three categories, which are prose, drama, and poetry. However, Poetry is the most complicated of the three. This paper examined perceptions of advanced-level students and teachers towards learning poetry in literature in English in the Zimbabwean classroom. The research objective was the perception of ‘A’ level students and teachers in Nkayi District, Zimbabwe, towards the learning of poetry in Literature in English. A desktop research methodology was utilized, along with a qualitative case study design, and a thorough evaluation of literature on the perceptions of advanced level students and teachers towards learning poetry in English literature, as emphasized in the literature review. Constructivism’s theoretical perspective underpinned the study. Data were also collected using face-to-face interviews and focused group discussion instruments. The research findings revealed that the perceptions of ‘A’ level students and teachers in Zimbabwe, towards studying poetry in English were that the nature of poetry in English is very complicated and open to many interpretations. The findings also revealed that the historical context of the poems makes the learners understand, associate, and enjoy the history of the different poems. However, the poems taught at the ‘A’ level were too old and foreign to learners. The results also disclosed that the challenge in poetry emanates from sounds and vocabulary. The poetic devices and their level of difficulty may become a hindrance to effecting learning. Learners prefer constructivism and interactive methodologies, if teachers properly implement them in the teaching process, they will tend to get best results out of it. It emerged that failure of students to use the dictionaries may hamper in seeing the aesthetics in poetry in literature in English. This paper recommended that the strategies that can be recommended in order to change these perceptions are the learner centred methods of teaching, availability of resources and provision of functional fully stocked library for research purposes. This will foster the studying of poetry in Literature in English.
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Jongore, Magret. "An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (January 2020): 19–34. http://dx.doi.org/10.4018/ijcdlm.2020010103.
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The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.
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Clemenciana MUKENGE. "Towards the Stabilisation of Zimbabwean English: Progress and Prospects." Issues in Language Studies 10, no. 1 (June 29, 2021): 203–17. http://dx.doi.org/10.33736/ils.2789.2021.
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The systematic description of African Englishes, including Zimbabwean English (ZE) is gradually increasing in the continent’s ongoing sociolinguistic research. The purpose of this contribution is to investigate the progress currently made in stabilising the Zimbabwean variety of English since its emergence in the 1980s using Schneider’s (2007) Dynamic framework for stabilisation of “New Englishes”. ZE is perceived to be at the nativisation stage, encompassing indigenisation of Standard English before a full adoption into a new socio-cultural context. Evidence of nativisation includes phonological innovations and structural indigenisation of English. It is noted that complete nativisation would follow after full adoption and functionalisation by the speech community. Furthermore, the study establishes that the task at hand is to carry out in-depth research that probes deeper into ZE’s evolution process; explaining its key structural features and its sociolinguistic traits. This will uncover its general linguistic behaviour, functional role and possibly strengthen its visibility, use and eventual growth. One major limitation of the study is that its focus is restricted to the Zimbabwean variety of English. Recommended future studies should include comparative studies of the development of “New Englishes” in other outer circle regions, so as to methodologically inform the stabilisation process of ZE.
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Vambe, Maurice Taonezvi. "Orality in the Black Zimbabwean Novel in English." Journal of Southern African Studies 30, no. 2 (June 2004): 235–49. http://dx.doi.org/10.1080/0305707042000215347.
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Sibanda, Lovemore. "Zimbabwe Language Policy: Continuity or Radical Change?" Journal of Contemporary Issues in Education 14, no. 2 (December 10, 2019): 2–15. http://dx.doi.org/10.20355/jcie29377.
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The Zimbabwe government introduced a new language policy in education to change the colonial language policy seven years after attaining independence. So much was expected from the postcolonial language. The use of English as the media of instruction during the colonial era was problematic. It denied Africans to describe the world in their languages. Native languages were marginalized and neglected. Africans were robbed of their self-worth and identity. It is against this background that the Zimbabwean government African states after attaining independence and sovereignty pursued an agenda of linguistic decolonization. This paper evaluates the implementation of Zimbabwe's language policy after it gained independence from Britain in 1980. We argue that despite the claim by the Zimbabwe government that it is a revolutionary government which would completely overhaul all colonial structures, institutions, and policies, the implementation of the language policy is a continuity, rather a radical change. Colonial language policy fundamentals are intact and present in the current language policy. English is still the dominant language of instruction. Indigenous languages are considered inferior and on the verge of extinction. The policy failed where it matters most—decolonizing the mind. Zimbabwe needs a sound language policy in education to shake off vestiges of a colonial legacy, and allow children to go to school in their languages to achieve the overall goal of education for all. The language policy must be developed through a broad-based consultative process with specific implementation strategies and commitment by government and non-governmental agencies for funding its implementation.
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Chirume, Silvanos. "How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?" International Journal of Educational Studies 2, no. 2 (March 20, 2019): 36–43. http://dx.doi.org/10.53935/2641-533x.v2i2.23.
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This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Other findings were that teachers had mixed feelings towards the use of mother tongue in teaching and learning primary school mathematics, but generally agreed that the language of instruction and/or learning affect performance in mathematics, attitudes towards mathematics and fear of mathematics. The paper concludes that using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools is desirable but the feasibility could not be established. It is recommended, among other things, that there is need for further research and policy formulation on the language of learning/instruction at various school levels in Zimbabwe.
Dissertations / Theses on the topic "Zimbabwean (English)"
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Muchemwa, Kizito Zhiradzago. "Imagining the city in Zimbabwean literature 1949 to 2009." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85579.
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Thesis (PhD)-- Stellenbosch University, 2013.ENGLISH ABSTRACT: My thesis is on the literary imagining of the city in Zimbabwean literature that emerges as a re-visioning and contestation of its colonial and postcolonial manifestations. Throughout the seven chapters of the thesis I conduct a close reading of literary texts engaged in literary (re)creations of the city. I focus on texts by selected authors from 1949 to 2009 in order to trace the key aspects of this city imagining and their historical situatedness. In the first chapter, I argue the case for the inclusions and exclusions that are evident. In this historical span, I read the Zimbabwean canon and the city that is figured in it as palimpsests in order to analyse (dis)connections. This theoretical frame brings out wider relationships and connections that emerge in the (re)writing of both the canon and city. I adopt approaches that emphasise how spaces and temporalities ‗overlap and interlace‘ to provoke new ways of thinking about the city and the construction of identity. I argue for the country-city connection as an important dynamic in the various (re)imaginings of the city. Space is politicized along lines of race, ethnicity, gender and class in regimes of politics and aesthetics of inclusion and exclusion that are refuted by the focal texts of the thesis. I analyse the fragmentation of rural and urban space in the literary texts and how country and city house politico-aesthetic regimes of domination, exclusion and marginalisation. Using tropes of the house, music and train, I analyse how connections in the city are imagined. These tropes are connected to the travel motif found in all the chapters of the thesis. Travel is in most of the texts offered as a form of escape from the country represented as a site of essentialism or nativism. Both settlers and nationalists, from different ideological positions, invest the land and the city with symbolic political and cultural values. Both figure the city as alien to the colonised, a figuration that is contested in most of the focal texts of the thesis. Travel from the country to the city through halfway houses is presented as a way of negotiating location in new spaces, finding new identities and contending with the multiple connections found in the city. The relentless (un)housing in Marechera‘s writing expresses a refusal to be bounded by aesthetic, nationalist and racial houses as they are constructed in the city. In Vera‘s fiction, travel – in multifarious directions and in a re-racing of the quest narrative in Lessing – becomes a critical search for a re-scripting of gender and woman‘s demand for a right to the city. The nomadism in Vera‘s fiction is re-configured in the portrayal of the marginalised as the parvenus and pariahs of the city in the fiction of Chinodya and Tagwira. In the chapter on Chikwava and Gappah, in the contexts of spatial displacement and expansion, the nationalist nativist construction of self, city and nation comes under stress. I interrogate how ideologies of space shape politico-aesthetic regimes in both the country and the city throughout the different historical phases of the city. In this regard I adopt theoretical approaches that engage with questions of aesthetic equality as they relate to the contestation of spatial partitioning based on categories of race, gender and class. In city re-imaginings this re-claiming of aesthetic power to imagine the city is invoked and in all the texts it emerges as a reclaiming of the right to the city by the colonised, women, immigrants and all the marginalised. I adopt those approaches that lend themselves to the deconstruction of hegemonic figuration, disempowerment and silencing of the marginalised, especially women, in re-imagining the city and their identities in it.
AFRIKAANSE OPSOMMING: My tesis se onderwerp is die literêre voorstellings van die stad in Zimbabwiese letterkunde wat ontstaan as ‗n herverbeelding van en teenvoeter vir beide koloniale en postkoloniale manifestasies. Regdeur die sewe hoofstukke van die tesis voer ek deurtastende interpretasies van literêre tekste aan, wat die stad op nuwe maniere uitbeeld. My fokus val op tekste deur geselekteerde skrywers van 1949 tot 2009 ten einde die sleutelelemente van hierdie proses van stadverbeelding en die historiese gesitueerdheid daarvan te ondersoek. In die eerste hoofstuk bied ek die argument aan betreffende die voor-die-hand liggende in- en uitsluitings van tekste. Deur hierdie historiese strekking lees ek die Zimbabwiese kanon en die stad wat daarin figureer as palimpseste, ten einde die (dis-)konneksies te kan analiseer. Hierdie teoretiese beraming belig die wyere verhoudings en verbindings wat na vore kom in die (her-) skrywe van beide die kanon en die stad. Ek gebruik benaderings wat benadruk hoe ruimtes en tydelikhede oormekaarvloei en saamvleg om sodoende nuwe maniere om oor die stad en oor identiteitskonstruksie te besin, aanmoedig. Ek argumenteer vir die stad-platteland konneksie as ‗n belangrike dinamika in die verskillende (her-)voorstellings van die stad. Ruimte word só verpolitiseer met betrekking tot ras, etnisiteit, gender en klas binne politieke regimes asook ‗n estetika van in- en uitsluiting wat deur die kern-tekste verwerp word. Ek analiseer verder die fragmentasie van landelike en stedelike ruimtes in die literêre tekste, en hoe die plattelandse en stedelike ruimtes tuistes bied aan polities-estetiese regimes van dominasie, uitsluiting en marginalisering. Die huis, musiek en die trein word gebruik as beelde om verbindings in die stad te ondersoek. Hierdie beelde sluit aan by die motif van die reis wat in al die hoofstukke manifesteer. Die reis word in die meeste tekste gesien as ‗n vorm van ontsnapping uit die platteland, wat voorgestel word as ‗n plek van essensie-voorskrywing en ingeborenheid. Beide intrekkers en nasionaliste, uit verskillende ideologiese vertrekpunte, bekleed die platteland of die stad met simboliese politieke en kulturele waardes. Beide verbeeld die stad as vreemd aan die gekoloniseerdes; ‗n uitbeelding wat verwerp word in die fokale tekste van die studie. Reis van die platteland na die stad deur halfweg-tuistes word aangebied as metodes van onderhandeling om plek te vind in nuwe ruimtes, nuwe identiteite te bekom en om te leer hoe om met die stedelike verbindings om te gaan. Die onverbiddelikke (ont-)tuisting in die werk van Marechera gee uitdrukking aan ‗n weiering om deur estetiese, nasionalistiese en rassiese behuising soos deur die stad omskryf en voorgeskryf, vasgevang te word. In die fiksie van Vera word reis – in telke rigtings en in die her-rassing van die soektog-motif in Lessing – ‗n kritiese soeke na die herskrywing van gender en van die vrou se op-eis van die reg tot die stad. Die nomadisme in Vera se fiksie word ge-herkonfigureer in uitbeelding van gemarginaliseerdes as die parvenus en die uitgeworpenes van die stad in die fiksie van Chinodya en Tagwira. In die hoofstuk oor Chikwava en Gappah word die nasionalistiese ingeborenes se konstruering van die self, stad en nasie onder stremmimg geplaas in kontekste van ruimtelike verplasing en uitbreiding. Ek ondervra hoe ideologieë van spasie vorm gee aan polities-estetiese regimes in beide die platteland en die stad regdeur die verskillende historiese fases van die stad. In hierdie opsig maak ek gebruik van teoretiese benaderings wat betrokke is met vraagstukke van estetiese gelykheid met verwysing na kontestasies oor ruimtelike verdelings gebaseer op kategorieë van ras, gender en klas. In herverbeeldings van die stad word hierdie reklamering van die estetiese mag om die stad te verbeel, bygehaal in al die tekste as herklamering van die reg tot die stad deur gekoloniseerdes, vroue, immigrante en alle gemarginaliseerdes. Ek maak gebruik van benaderings wat hulself leen tot die dekonstruksie van hegemoniese verbeelding, ontmagtiging en die stilmaak van gemarginaliseerdes, veral vroue, in die herverbeelding van die stad en hul plek binne die stadsruimte.
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Mlambo, Muzi Hlambamuni Feyani. "The Development of English as as second language at four urban Zimbabwean Schools." Doctoral thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/3607.
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Madamombe, Esrina. "Hope and disillusionment: a post-colonial critique of selected South African and Zimbabwean short stories." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/170.
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This study investigates short stories published in South Africa and in Zimbabwe before the turn of the twenty-first century. The short story as a genre provides a more accessible and shorter means of viewing literary trends after the official end of the hostilities of apartheid and colonialism. Because of their brevity and specific focus, these short stories from many voices allow a glimpse of different arenas affecting contemporary reality. Post-independence stories reveal that in the process of navigating or directing hope after independence, people are sometimes left bereft as disenchantment with politics sets in, leaving people to search for hope in areas of their everyday lives such as marriage, birth and friendship. But because their lives are also fraught with conflict, hate and betrayal, hope may remain uncertain and prospects frightening. Chapter One embarks on a brief historical and political background of South Africa and Zimbabwe. This chapter also conceptualizes the issues of hope and disillusionment in the South African and Zimbabwean socio-historical contexts. Chapters Two and Three analyze selected stories from South Africa and Zimbabwe, respectively, focusing on issues with which the writers are preoccupied, especially how they explore hope and disillusionment. The analyses of the stories in these two chapters are structured chronologically depicting events in the stories. Thus the study creates its own narrative of South African and Zimbabwean life towards the new millennium. These two chapters discuss how meanings, significances and ramifications of the post-colonial community are negotiated and re-negotiated in selected stories, highlighting the challenges and engagements with hope and disillusionment dramatized in short prose fiction. Chapter Four will undertake to conclude with comparisons of the selected stories, discussing the implications of the study for South African and Zimbabwean contemporary societies at the turn of the twenty-first century. Granted, it is always difficult to generalize about a society from such highly individual, personal stories. But my study suggests that at the turn of the twenty-first century in South Africa, disillusionment is beginning to displace the heady expectation many felt at the 1994 election. And perhaps even more unlikely, given the current crisis, Zimbabwean stories from recent years show people hopefully waiting for the new millennium, a dawning of new, unpredictable possibilities.
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Magosvongwe, Ruby. "Land and identity in Zimbabwean fiction writings in English from 2000 to 2010 critical analysis." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9292.
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Includes bibliographical references.The major aim of this study is to analyse how Zimbabwean literary voices across the racial divide explore the land-identity conundrum that is hotly contested in the aftermath of Zimbabwe's post-2000 land occupations and other redistribution processes. It aims to interrogate how the selected fictional narratives depict both long-held views and emerging perspectives on Zimbabwe's land question. Further, the study examines the land realities that the writers depict with a view to promoting national dialogue. The latter aims to promote greater social cohesion, peace and oneness that are critical for more sustainable human development in post-independence Zimbabwe.
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Nyambi, Oliver. "Nation in crisis : alternative literary representations of Zimbabwe Post-2000." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85652.
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Thesis (PhD)-- Stellenbosch University, 2013.ENGLISH ABSTRACT: The last decade in Zimbabwe was characterised by an unprecedented economic and political crisis. As the crisis threatened to destabilise the political status quo, it prompted in governmental circles the perceived 'need‘ for political containment. The ensuing attempts to regulate the expressive sphere, censor alternative historiographies of the crisis and promote monolithic and self-serving perceptions of the crisis presented a real danger of the distortion of information about the situation. Representing the crisis therefore occupies a contested and discursive space in debates about the Zimbabwean crisis. It is important to explore the nature of cultural interventions in the urgent process of re-inscribing the crisis and extending what is known about Zimbabwe‘s so-called 'lost decade‘. The study analyses literary responses to state-imposed restrictions on information about the state of Zimbabwean society during the post-2000 economic and political crisis which reached the public sphere, with particular reference to creative literature by Zimbabwean authors published during the period 2000 to 2010. The primary concern of this thesis is to examine the efficacy of post-2000 Zimbabwean literature as constituting a significant archive of the present and also as sites for the articulation of dissenting views – alternative perspectives assessing, questioning and challenging the state‘s grand narrative of the crisis. Like most African literatures, Zimbabwean literature relates (directly and indirectly) to definite historical forces and processes underpinning the social, cultural and political production of space. The study mainly invokes Maria Pia Lara‘s theory about the ―moral texture‖ and disclosive nature of narratives by marginalised groups in order to explore the various ways through which such narratives revise hegemonically distorted representations of themselves and construct more inclusive discourses about the crisis. A key finding in this study is that through particular modes of representation, most of the literary works put a spotlight on some of the major talking points in the political and socio-economic debate about the post-2000 Zimbabwean crisis, while at the same time extending the contours of the debate beyond what is agreeable to the powerful. This potential in literary works to deconstruct and transform dominant elitist narratives of the crisis and offering instead, alternative and more representative narratives of the excluded groups‘ experiences, is made possible by their affective appeal. This affective dimension stems from the intimate and experiential nature of the narratives of these affected groups. However, another important finding in this study has been the advent of a distinct canon of hegemonic texts which covertly (and sometimes overtly) legitimate the state narrative of the crisis. The thesis ends with a suggestion that future scholarly enquiries look set to focus more closely on the contribution of creative literature to discourses on democratisation in contemporary Zimbabwe.
AFRIKAANSE OPSOMMING: Die afgelope dekade in Zimbabwe is gekenmerk deur ‗n ongekende ekonomiese en politiese krisis. Terwyl die krisis gedreig het om die politieke status quo omver te werp, het dit die ‗noodsaak‘ van politieke insluiting aangedui. Die daaropvolgende pogings om die ruimte vir openbaarmaking te reguleer, alternatiewe optekenings van gebeure te sensureer en ook om monolitiese, self-bevredigende waarnemings van die krisis te bevorder, het 'n wesenlike gevaar van distorsie van inligting i.v.m. die krisis meegebring. Voorstellings van die krisis vind sigself dus in 'n gekontesteerde en diskursiewe ruimte in debatte aangaande die Zimbabwiese krisis. Dit is gevolglik belangrik om die aard van kulturele intervensies in die dringende proses om die krisis te hervertolk te ondersoek asook om kennis van Zimbabwe se sogenaamde 'verlore dekade‘ uit te brei. Die studie analiseer literêre reaksies op staats-geïniseerde inkortings van inligting aangaande die sosiale toestand in Zimbabwe gedurende die post-2000 ekonomiese en politiese krisis wat sulke informasie uit die openbare sfeer weerhou het, met spesifieke verwysing na skeppende literatuur deur Zimbabwiese skrywers wat tussen 2000 en 2010 gepubliseer is. Die belangrikste doelwit van hierdie tesis is om die doeltreffendheid van post-2000 Zimbabwiese letterkunde as konstituering van 'n alternatiewe Zimbabwiese 'argief van die huidige‘ en ook as ruimte vir die artikulering van teenstemme – alternatiewe perspektiewe wat die staat se 'groot narratief‘ aangaande die krisis bevraagteken – te ondersoek. Soos met die meeste ander Afrika-letterkundes is daar in hierdie literatuur 'n verband (direk en/of indirek) met herkenbare historiese kragte en prosesse wat die sosiale, kulturele en politiese ruimtes tot stand bring. Die studie maak in die ondersoek veral gebruik van Maria Pia Lara se teorie aangaande die 'morele tekstuur‘ en openbaringsvermoë van narratiewe aangaande gemarginaliseerde groepe ten einde die verskillende maniere waarop sulke narratiewe hegemoniese distorsies in 'offisiële‘ voorstellings van hulself 'oorskryf‘ om meer inklusiewe diskoerse van die krisis daar te stel, na te vors. 'n Kernbevinding van die studie is dat, d.m.v. van spesifieke tipe voorstellings, die meeste van die letterkundige werke wat hier ondersoek word, 'n soeklig plaas op verskeie van die belangrikste kwessies in die politieke en sosio-ekonomiese debatte oor die Zimbabwiese krisis, terwyl dit terselfdertyd die kontoere van die debat uitbrei verby die grense van wat vir die maghebbers gemaklik is. Die potensieel van letterkundige werke om oorheersende, elitistiese narratiewe oor die krisis te dekonstrueer en te omvorm, word moontlik gemaak deur hul affektiewe potensiaal. Hierdie affektiewe dimensie word ontketen deur die intieme en ervaringsgewortelde geaardheid van die narratiewe van die geaffekteerde groepe. Nietemin is 'n ander belangrike bevinding van hierdie studie dat daar 'n onderskeibare kanon van hegemoniese tekste bestaan wat op verskuilde (en soms ook openlike) maniere die staatsnarratief anngaande die krisis legitimeer. Die tesis sluit af met die voorstel dat toekomstige vakkundige studies meer spesifiek sou kon fokus op die bydrae van kreatiewe skryfwerk tot die demokratisering van kontemporêre Zimbabwe.
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Bamiro, Edmund Olushina. "The English language and the construction of cultural and social identity in Zimbabwean and Trinbagonian literatures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23975.pdf.
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Chihota, Clement. "Towards Marxist stylistics: incorporating elements of critical discourse analysis into Althusserian Marxist criticism in the interpretation of selected Zimbabwean fiction." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13117.
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Includes bibliographical references.The thesis - which locates itself at the interface between linguistic and literary studies - explores the possibility of developing a ‘Marxist- stylistic’ method of text interpretation, which primarily proceeds from Althusserian Marxist Criticism, but which also incorporates salient elements of Critical Discourse Analysis. In construction of the method, the thesis first investigates the need for Althusserian Marxist criticism to be mediated, and more specifically, the areas in which this mediation is required. The thesis then crosses over to the field of Critical Discourse Analysis where it identifies relevant theoretical and methodological resources that are capable of mediating the ‘gaps’ identified in Althusserian Marxist criticism. The construction of the Marxist stylistic method is then effected through the transfer of germane theoretical and methodological resources from Critical Discourse Analysis to Althusserian Marxist criticism. The distinctive properties of the emergent Marxist-stylistic method are delineated before the method is practically applied to the interpretation of at least four fictional texts – all written and set in Zimbabwe. The key outcome of the thesis is that a distinctive method of text interpretation, which meaningfully separates itself from Althusserian Marxist criticism, on the one hand, and Critical Discourse Analysis, on the other, emerges. The thesis concludes with a reflection on the application of the method and makes some suggestions for further research and development in the area herein labelled as ‘Marxist stylistics.’
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Creed, Charlotte. "Towards a framework for addressing diverse learners in international, English-medium, print-centred DE : a Zimbabwean case study." Thesis, Open University, 1998. http://oro.open.ac.uk/54851/.
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This study examines an increasingly common distance learning context: where tertiary level and English-medium DE courses are produced, tutored and examined in one country but studied by learners in other countries and who have English as an additional language. Empirical work is drawn from a case-study of agricultural extension officers in disparate parts of Zimbabwe undertaking a professional development course which is produced and mainly tutored in the distant UK. This long-distance cross-cultural writing relationship between academics and students serves as a basis for the examination of difficulties created by taken-for-granted educational practices embedded in the course structure and materials, particularly in relation to language and academic literacy. The study examines contemporary debates around internationalised learning, including cultural and linguistic imperialism and the desirability of locally-produced courses, and provides an insight into black Zimbabwean perspectives on them. It explores a variety of contextual issues including the wider significance of DE in a southern African context, gendered learning patterns, the linguistic repertoire of the students and their academic literacy background. Drawing on grounded theory, discourse analysis, literacy as social practice and genre theories,this overseas research aims to provide the UK course producers with insight into some of the particularities of the Zimbabwean learning context and some of the learning and teaching resources which exists beyond their control and ambit. It is hoped that more multi-faceted image of some of their learners may help course producers consider more closely the differences and commonalities between course participants; it may challenge the normative pedagogy embedded in the course and prompt the producers to consider appropriate responses;it may raise the policy question of how to establish, within an asymmetrical donor-recipient situation, a north-south academic relationship of an emancipatory kind. These aims spring from the conviction that as we move towards globalised educational contexts, dominated by market leaders, significant changes and improvements in educational practice are more likely to come about as a result of an emerging reflexivity on the part of the course producers. Learners and importers of course may not have much influence over such decisions.
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Eppel, Ruth. "The limitations and possiblilites of identity and form in selected recent memoirs and novels by white, female Zimbabwean writers : Alexandra Fuller, Lauren Liebenberg." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001985.
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This study examines selected works by four white female Zimbabwean writers: Alexandra Fuller, Lauren Liebenberg, Bryony Rheam and Lauren St John, in light of the controversy over the spate of white memoirs which followed the violent confiscation of white farms in Zimbabwe from 2000 onwards. The controversy hinges on the notion that white memoir writers exploit the perceived victimhood of white Zimbabweans in the international sphere, and nostalgically recall a time of belonging – as children in Rhodesia – which fails to address the fraught colonial history which is directly related to the current political climate of the country. I argue that such critiques are too generalised, and I regard the selected texts as primarily critical of the values and lifestyles of white Rhodesians/Zimbabweans. The texts I have selected include a range of autobiographical and fictional writing, or memoirs and pseudo-memoirs, and I focus on form as a medium enabling an exploration of identity. The ways in which these authors conform to and adapt particular narratives of becoming is examined in each chapter, with a particular focus on the transition from innocence to experience, the autobiography, and the Bildungsroman. Gender is a recurring point of interest: in each case the female selves/protagonists are situated in terms of the family, which, in reflecting social values, is a key site of conflict. In regard to trends in white African writing, I explore the white African (farm) childhood memoir and the confessional mode. Ultimately I maintain that while the texts may be classified as white writing, as they are fundamentally concerned with white identity, and therefore evince certain limitations of perspective and form, including clichéd tendencies, all the writers interrogate white identity and the fictional texts more self-reflexively deconstruct tropes of white writing.
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Butale, Phenyo. "Discourses of poverty in literature : assessing representations of indigence in post-colonial texts from Botswana, Namibia and Zimbabwe." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96749.
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Thesis (PhD)--Stellenbosch University, 2015ENGLISH ABSTRACT: This thesis undertakes a comparative reading of post-colonial literature written in English in Botswana, Namibia and Zimbabwe to bring into focus the similarities and differences between fictional representations of poverty in these three countries. The thesis explores the unique way in which literature may contribute to the better understanding of poverty, a field that has hitherto been largely dominated by scholarship that relies on quantitative analysis as opposed to qualitative approaches. The thesis seeks to use examples from selected texts to illustrate that (as many social scientists have argued before) literature provides insights into the ‘lived realities’ of the poor and that with its vividly imagined specificities it illuminates the broad generalisations about poverty established in other (data-gathering) disciplines. Selected texts from the three countries destabilise the usual categories of gender, race and class which are often utilised in quantitative studies of poverty and by so doing show that experiences of poverty cut across and intersect all of these spheres and the experiences differ from one person to another regardless of which category they may fall within. The three main chapters focus primarily on local indigence as depicted by texts from the three countries. The selection of texts in the chapters follows a thematic approach and texts are discussed by means of selective focus on the ways in which they address the theme of poverty. Using three main theorists – Maria Pia Lara, Njabulo Ndebele and Amartya Sen – the thesis focuses centrally on how writers use varying literary devices and techniques to provide moving depictions of poverty that show rather than tell the reader of the unique experiences that different characters and different communities have of deprivation and shortage of basic needs.
AFRIKAANSE OPSOMMING: Hierdie tesis onderneem ‘n vergelykende studie van post-koloniale letterkunde in Engels uit Botswana, Namibië en Zimbabwe, om sodoende die ooreenstemmings en verskille tussen letterkundige uitbeeldings van armoede in hierdie drie lande aan die lig te bring. Die tesis ondersoek die unieke manier waarop letterkunde kan bydra tot ‘n beter begrip van armoede, ‘n studieveld wat tot huidiglik grotendeels op kwantitatiewe analises berus, in teenstelling met kwalitatiewe benaderings. Die tesis se werkswyse gebruik voorbeelde uit gelekteerde tekste met die doel om te illustreer (soos verskeie sosiaal-wetenskaplikes reeds aangevoer het) dat letterkunde insig voorsien in die lewenservarings van armoediges en dat dit die breë veralgemenings aangaande armoede in ander (data-gebaseerde) wetenskappe kan illumineer. Geselekteerde tekste uit die drie lande destabiliseer die gewone kategorieë van gender, ras en klas wat normaaalweg gebruik word in kwantitatiewe studies van armoede, om sodoende aan te toon dat die ervaring van armoede dwarsdeur hierdie klassifikasies sny en dat hierdie tipe lewenservaring verskil van persoon tot persoon ongeag in watter kategorie hulle geplaas word. Die drie sentrale hoofstukke fokus primêr op lokale armoede soos uitgebeeld in tekste vanuit die drie lande. Die seleksie van tekste in die hoofstukke volg ‘n tematiese patroon en tekste word geanaliseer na aanleiding van ‘n selektiewe fokus op die maniere waarop hulle armoede uitbeeld. Deur gebruik te maak van ‘ die teorieë van Maria Pia Lara, Njabulo Ndebele en Amartya Sen, fokus hierdie tesis sentraal op hoe skrywers verskeie literêre metodes en tegnieke aanwend ten einde ontroerende uitbeeldings van armoede te skep wat die leser wys liewer as om hom/haar slegs te vertel aangaande die unieke ervarings wat verskillende karakters en gemeenskappe het van ontbering en die tekort aan basiese behoefte-voorsiening.
Books on the topic "Zimbabwean (English)"
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Kabwato, Ethel. Traps: English poetry. Harare, Zimbabwe: Zimbabwe Women Writers, 2015.
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Malaba, Mbongeni Z. Zimbabwean transitions: Essays on Zimbabwean literature in English, Ndebele and Shona. Amsterdam: Rodopi, 2007.
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1953-, Morris Jane, ed. Long time coming: Short writings from Zimbabwe. Ascot, Bulawayo: 'amaBooks, 2008.
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1937-, Style Colin, and Style O.-lan 1943-, eds. Mambo book of Zimbabwean verse in English. Gweru, Zimbabwe: Mambo Press, 1986.
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C, Chihota, and Muponde Robert, eds. No more plastic balls: New voices in the Zimbabwean short story. Harare, Zimbabwe: College Press, 2001.
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Irene, Staunton, ed. Writing now: More stories from Zimbabwe. Harare: Weaver Press, 2005.
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Writers, Zimbabwe Women, ed. Light a candle: A collection of short stories. Harare: Zimbabwe Women Writers, 2006.
Find full textBook chapters on the topic "Zimbabwean (English)"
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Pfalzgraf, Magdalena. "Zimbabwean mobility dynamics in the twenty-first century." In Mobility in Contemporary Zimbabwean Literature in English, 17–31. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003146070-2.
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Pfalzgraf, Magdalena. "Rural-urban dynamics." In Mobility in Contemporary Zimbabwean Literature in English, 104–61. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003146070-5.
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Pfalzgraf, Magdalena. "Transnational migrations between Zimbabwe and South Africa." In Mobility in Contemporary Zimbabwean Literature in English, 162–200. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003146070-6.
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Pfalzgraf, Magdalena. "Spatial orders and mobility in a shifting national landscape." In Mobility in Contemporary Zimbabwean Literature in English, 32–48. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003146070-3.
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Pfalzgraf, Magdalena. "Conclusion." In Mobility in Contemporary Zimbabwean Literature in English, 242–55. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003146070-8.
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Pfalzgraf, Magdalena. "Transcontinental migrations to the West." In Mobility in Contemporary Zimbabwean Literature in English, 201–41. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003146070-7.
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Pfalzgraf, Magdalena. "Intra-urban mobilities." In Mobility in Contemporary Zimbabwean Literature in English, 49–103. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003146070-4.
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Pfalzgraf, Magdalena. "Introduction." In Mobility in Contemporary Zimbabwean Literature in English, 1–16. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003146070-1.
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Grainger, Karen, and Sara Mills. "Zimbabwean English and British English: A Case Study of Directness and Indirectness Across Cultures." In Directness and Indirectness Across Cultures, 74–101. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137340399_4.
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Grainger, Karen. "Indirectness in Zimbabwean English: A Study of Intercultural Communication in the UK." In Politeness Across Cultures, 171–93. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230305939_9.
Full textConference papers on the topic "Zimbabwean (English)"
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Saputri, Eviana Maya. "Urgency of Violence Screening in Pregnant Women: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.61.
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ABSTRACT Background: Partner violence during pregnancy might contribute to the clinical conditions of pregnant women. Early assessment and supportive response are required to improve clinical diagnosis and subsequent care. This scoping review aimed to identify the partner violence screening practices of community-based health care providers in pregnant women. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, Science Direct, EBSCO, Wiley Online Library, and ProQuest databases. The inclusion criteria were English-language and full-text articles published between 2010 and 2020. A total of 580 articles were obtained by the searched database. After the review process, eight articles were eligible for this review. The critical appraisal for searched articles were measured by Mix Methods Appraisal Tools (MMAT). The data were reported by the PRISMA flow chart. Results: Two articles from developing countries (Zimbabwe and Kenya) and six articles from developed countries (Australia, Norway, Italy, and Sweden) met the inclusion criteria with a mixed-method, qualitative, and quantitative (cross-sectional) studies. The existing studies revealed that violence screening in pregnant women was effective to increase awareness of violence by their partners. Screening practice had an empowering effect on women to disclose the violence experienced. Barriers to the health care providers performing partner violence screening included: lack of knowledge, experience and training, confidence in undertaking the screening, taboo cultural practices, and absence of domestic violence screening policies. Conclusion: Partner violence screening practice should be strongly considered at antenatal care visits. Further insights of community-based health care providers are required to perform effective screening. Keywords: partner violence screening, pregnant women, health care providers Correspondence: Eviana Maya Saputri. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: evianamaya34@gmail.com. Mobile: +6281367470323. DOI: https://doi.org/10.26911/the7thicph.03.61