This critical assessment is a study of B.K.M. Mtombeni's literary achievements in the Tsonga literature. The literary trend which persists throughout his novels Mibya ya nyekanyeka and Ndzi tshikeni, his volumes of short stories Ndzhaka ya vusiwana and Mavala ya yingwe and his plays Malangavi ya mbilu, Vuhlangi bya vuhlangi and Mihizo ya kayivela, was identified. Mtombeni has been a successful writer, who through his thematic patterns, plot, characterization, language and style, was able to bring out his ideas and thoughts to his readers effectively. Each chapter of this study dealt with special literary issues which contributed to the accomplishment of the research. The first chapter is a general introduction setting out the aim of the research: a biographical sketch; definitions of key terms of the topic and the literary approaches; the motivation behind the selection of the topic; the method of research; and the scope and composition of subsequent chapters. The thematic patterns of Mtombeni's works and his attitude to life are handled in chapter two, whilst the focus of the third chapter is on conflict, which is a major element of plot. Reference is also made to the other elements of plot such as climax and denouement. Chapter four addresses characterization with the aim of determining the lifelikeness, plausibility and. credibility of characters in Mtombeni's works. Chapter five analyses Mtombeni's language and style, the focus being on diction, whilst syntactic patterns, preambles or introductory paragraphs, imagery, proverbs and idioms, tone and dialogue form chapter six. Mtombeni's use of patterned language in his plays is treated in the seventh chapter, whilst the last chapter is the general conclusion of the study, with recommendations for future research. / African Languages / D. Litt. et Phil. (African Languages)

The purpose of this study is to concentrate on the changing discourses in Turkish history and their constitutive themes in positioning the self&amp / #8211 / image of the minorities, i.e., Armenians and Greeks, the Turks being other. The research is carried out on the basis of the literary works produced by the intellectuals / authors of these minorities. The historical context, which is taken as the reference point for these discourses, covers the period from the late Ottoman Period up to the early 1960s. Furthermore, the study explores how the ethnic minorities constructed their identities in the last century. This study also seeks to find out which discourses have been the leading ones through history and to determine the continuities and ruptures in the use of themes by these ethnic groups to construct their identities. In addition, policies and ideologies attributed to the state by the minorities are tackled with the literary works and main discursive elements used by minority groups to (de)construct Turkish national identity are explored.

Esta pesquisa tem como objetivo compreender como as relações entre as representações de professores e alunos do ensino médio, quando confrontadas às regras escolares, aos currículos e aos materiais didáticos, engendram disputas em torno da leitura legítima de obras literárias no espaço escolar. Assim, a partir da perspectiva sóciohistórica, a pesquisa coloca em cena o modo como a linguagem ganha funções e sentidos na trama do cotidiano escolar por meio da força exercida por agentes cujas posições sociais estabelecem pontos de tensão, questionamento e resistência à cultura legítima ao mesmo tempo em que produzem a matriz socializadora possível, como propõe Bernard Lahire, a partir da qual a escola produz disposições com relação à linguagem. Partimos da compreensão que o ensino médio vem passando por períodos de expansão desde o início do século XX que ampliaram a presença de diferentes grupos sociais em seu interior, o que dá contornos específicas às disputas em tela. Para a confecção da pesquisa, utilizamos como fontes as observações das aulas de Língua Portuguesa no ensino médio; os livros didáticos presentes nas aulas; e os currículos estadual e federal em vigência; além disso, realizamos entrevistas com oito alunos e duas professoras de Língua Portuguesa; e uma enquete com os alunos do ensino médio regular. Para construirmos nossas análises, buscamos a contribuição de autores como Roger Chartier, Pierre Bourdieu e José Mário Pires Azanha. Percebeu-se que por meio de ações socialmente situadas, estruturadas por esquemas cognitivos advindos do mundo natal e da incorporação de sentidos escolares temporalmente articulados, os alunos e as professoras efetuam reelaborações de leitura de obras literárias na escola. Ao colocar em evidência a leitura segundo as concepções curriculares e presentes no inconsciente escolar, as professoras efetivam uma apropriação problemática das obras literários, favorecendo relações que tomam a leitura como objeto. Ao mesmo tempo, os alunos parecem negar o que é ensinado na escola, pois não são explicitadas suas aproximações com a cultura natal. Resta a impressão de uma escolarização sem sentidos e de conteúdos com pouco utilidade em seus projetos de futuro. / The purpose of this research is to understand how the relations between the representations of teachers and high school students, when confronted with school rules, curriculum and didactic materials, come into relationship and generate disputes around the legitimate reading of literary works in the school space . Thus, from the socio-historical perspective, the research puts on the scene how language gains functions and meanings in the fabric of school life through the force exerted by agents whose social positions establish points of tension, questioning and resistance to legitimate culture while at the same time producing the possible socializing matrix, as proposed by Bernard Lahire, from which the school produces dispositions with regard to language. We start from the understanding that secondary education has undergone periods of expansion since the beginning of the twentieth century that have increased the presence of different social groups in its interior, which gives specific contours to the disputes on the screen. For the preparation of the research, we used as sources the observations of Portuguese Language classes in high school; the textbooks present in class; and the current state and federal curriculum; in addition, we conducted interviews with eight students and two teachers of Portuguese Language; and a poll with regular high school students. In order to construct our analyzes, we seek the contribution of authors like Roger Chartier, Pierre Bourdieu and José Mário Pires Azanha. It was noticed that by means of socially situated actions, structured by cognitive schemes originating from the natal world and the incorporation of temporally articulated school meanings, the students make reelaborations of reading of literary works in the school. By highlighting the reading according to the curricular conceptions and present in the school unconscious, the teachers effect a problematic appropriation of the literary works, favoring relations that take the reading as object. At the same time, students seem to deny what is taught at school, as their approaches to natal culture are not explicit. There remains the impression of a schooling without senses and content with little utility in their future projects.

With the foundation of the Turkish Republic in 1923, improving the status of Turkish woman and creating a new republican woman image turned out to be pivotal issues. Women&amp / #8217 / s rights were considered as the indicators of the Turkish modernization, therefore were placed at the core of the agenda of the new republican regime. However, before the foundation of the Turkish Republic, there was a strong Ottoman-Turkish Feminism which came into existence in the late period of the Ottoman Empire and continued in the early years of the Turkish Republic. Although the Republican Reforms are considered as the unique source of equality between Turkish man and woman in the public sphere, the contributions of the Ottoman-Turkish Feminism on the progress of the status of the Ottoman-Turkish women should not be overlooked. The Ottoman-Turkish Feminism aimed at ameliorating and improving the living conditions of the Ottoman-Turkish women. Gaining equal political, economic and educational rights with men were the crux of the movement, as they were in the Western First Wave Feminism. However, struggling for the abolish of the female slavery, forming a national family, creating a new woman image were the other issues that were discussed widely during the Ottoman-Turkish Feminism. Women&amp / #8217 / s associations and women&amp / #8217 / s magazines were the two important vehicles of the Ottoman-Turkish Feminism in the struggle of gaining equal rights. Nezihe Muhittin was one of the leading activist woman who took part in the various activities conducted under the roof of the Ottoman-Turkish Feminism. Muhittin participated in the foundation of diverse women&amp / #8217 / s associations and she was an efficient social worker. Besides her activism, Muhittin was also one of the eminent literary figures of the time. She contributed to the formation of the new woman image as she wrote various short stories, articles and novellas all of which touch upon crucial issues about Ottoman-Turkish womanhood. In the light of this theoretical framework, this study focusses on the literary works of Nezihe Muhittin, analysing the reflections of the Ottoman-Turkish Feminism on the novellas written between the years 1911 and 1944. With the aim of detecting the implications of the Ottoman-Turkish Feminism on the literary works of Nezihe Muhittin, frequently referred themes are compared with the main tenets and discussions of the movement. By the same token, the good and evil woman characters in the novellas are compared with the appreciated and criticised woman types of the time. By doing so, it is aimed to demonstrate that Muhittin&amp / #8217 / s literary works can be considered as the products of the Ottoman-Turkish Feminism.

[pt] O objeto desta dissertação é a escrita feminina, conceito que se aplica tanto a escritoras quanto a escritores. Demonstramos como as marcas desta escrita estão expressas na obra de Lygia Fagundes Telles e também em textos tanto de autoria feminina quanto masculina. O conceito escrita feminina engloba tanto a visão psicanalítica, no que se refere a experiências primordiais expressas no discurso literário, quanto a abordagem temática, que mostra como o olhar feminino difere do masculino no tratamento dado às personagens femininas, que tornam-se o foco da narrativa. Por outro lado, o pensamento pós-moderno ajuda a crítica feminista a fazer uma releitura das obras literárias. Nesse contexto, o feminino emerge como o lugar da diferença e a escrita feminina torna-se revolucionária enquanto potência discursiva, contrapondo-se à ordem vigente e possibilitando a emergência de uma voz até pouco tempo silenciada: a voz do universo feminino. Trata-se ainda de uma questão de linguagem, pois para falar sobre o novo é preciso uma nova linguagem. Por outro lado, a mudança no modo de pensar o feminino produziu, no mundo real, um padrão de comportamento libertário, que na década de 70 teve como símbolo a atriz Leila Diniz. / [en] The subject of this essay is feminine writing, a concept that can be applied to both female and male writers. We demonstrate how the characteristics of this writing are expressed in Lygia Fagundes Telles s work and also in other texts by female and male writers. The concept of feminine writing encompasses not only the psychoanalytic approach to the primordial experiences expressed in the literary discourse, but also the thematic perspective that shows how the female approach is different from the masculine in dealing with female characters, responsible for the point of view of the narrative. Also, postmodern thinking helps feminist criticism to reread literary works. In this context, the feminine emerges as the place of difference, and feminine writing becomes revolutionary as discursive potency, opposing the status quo and allowing the emergence of a voice that was previously silent: the voice of the feminine universe. This is also a question of language, because the new discourse demands a new language. Changes in ways of dealing the feminine have produced, in the real world, a pattern of libertarian behavior symbolized in the 1970s by the actress Leila Diniz.

Esta pesquisa tem como objetivo compreender como as relações entre as representações de professores e alunos do ensino médio, quando confrontadas às regras escolares, aos currículos e aos materiais didáticos, engendram disputas em torno da leitura legítima de obras literárias no espaço escolar. Assim, a partir da perspectiva sóciohistórica, a pesquisa coloca em cena o modo como a linguagem ganha funções e sentidos na trama do cotidiano escolar por meio da força exercida por agentes cujas posições sociais estabelecem pontos de tensão, questionamento e resistência à cultura legítima ao mesmo tempo em que produzem a matriz socializadora possível, como propõe Bernard Lahire, a partir da qual a escola produz disposições com relação à linguagem. Partimos da compreensão que o ensino médio vem passando por períodos de expansão desde o início do século XX que ampliaram a presença de diferentes grupos sociais em seu interior, o que dá contornos específicas às disputas em tela. Para a confecção da pesquisa, utilizamos como fontes as observações das aulas de Língua Portuguesa no ensino médio; os livros didáticos presentes nas aulas; e os currículos estadual e federal em vigência; além disso, realizamos entrevistas com oito alunos e duas professoras de Língua Portuguesa; e uma enquete com os alunos do ensino médio regular. Para construirmos nossas análises, buscamos a contribuição de autores como Roger Chartier, Pierre Bourdieu e José Mário Pires Azanha. Percebeu-se que por meio de ações socialmente situadas, estruturadas por esquemas cognitivos advindos do mundo natal e da incorporação de sentidos escolares temporalmente articulados, os alunos e as professoras efetuam reelaborações de leitura de obras literárias na escola. Ao colocar em evidência a leitura segundo as concepções curriculares e presentes no inconsciente escolar, as professoras efetivam uma apropriação problemática das obras literários, favorecendo relações que tomam a leitura como objeto. Ao mesmo tempo, os alunos parecem negar o que é ensinado na escola, pois não são explicitadas suas aproximações com a cultura natal. Resta a impressão de uma escolarização sem sentidos e de conteúdos com pouco utilidade em seus projetos de futuro. / The purpose of this research is to understand how the relations between the representations of teachers and high school students, when confronted with school rules, curriculum and didactic materials, come into relationship and generate disputes around the legitimate reading of literary works in the school space . Thus, from the socio-historical perspective, the research puts on the scene how language gains functions and meanings in the fabric of school life through the force exerted by agents whose social positions establish points of tension, questioning and resistance to legitimate culture while at the same time producing the possible socializing matrix, as proposed by Bernard Lahire, from which the school produces dispositions with regard to language. We start from the understanding that secondary education has undergone periods of expansion since the beginning of the twentieth century that have increased the presence of different social groups in its interior, which gives specific contours to the disputes on the screen. For the preparation of the research, we used as sources the observations of Portuguese Language classes in high school; the textbooks present in class; and the current state and federal curriculum; in addition, we conducted interviews with eight students and two teachers of Portuguese Language; and a poll with regular high school students. In order to construct our analyzes, we seek the contribution of authors like Roger Chartier, Pierre Bourdieu and José Mário Pires Azanha. It was noticed that by means of socially situated actions, structured by cognitive schemes originating from the natal world and the incorporation of temporally articulated school meanings, the students make reelaborations of reading of literary works in the school. By highlighting the reading according to the curricular conceptions and present in the school unconscious, the teachers effect a problematic appropriation of the literary works, favoring relations that take the reading as object. At the same time, students seem to deny what is taught at school, as their approaches to natal culture are not explicit. There remains the impression of a schooling without senses and content with little utility in their future projects.

12 Abstract My thesis "Access to education through dramatic literary education" focuses on creative educational process of literary education which uses the methods and principles of drama education at the level of primary school education. The theoretical part deals with a possibility to integrate the area of human knowledge, interdisciplinary relationships and the presence of creative component into RVP. Theoretical part also points out the effectiveness of linking drama education with literary education. In the main part (practical part) we can find an ensemble of literary-drama lessons which analysis creatively a different literary genres. Well thought through lessons provides students with deeper understanding on literary work (text) not only in term of rational meanings, but emotional as well. The set of lessons is in line with the new concept of primary education (vis. RVP) which goal is child development in cognitive area (especially acquisition of tools for exploring and developing thought flow), in skill area, attitudes and values. The set of lessons emphasizes on interdisciplinary relationships and creativity. Part of the lessons was tested (reflected) with children in primary school during the school year 2012/2013

L’appropriation peut être considérée comme l’aboutissement de la lecture et le point de fuite de toute réflexion sur la réception et les enjeux de la littérature. L’appropriation personnelle des œuvres littéraires par les élèves est implicitement à l’horizon de tous les programmes d’enseignement du français et des recherches en didactique de la littérature. Peut-on lui laisser une place plus grande qu’elle n’en possède actuellement dans le système scolaire français, et en particulier en classe de seconde ? C’est la thèse que nous défendons, en inscrivant notre réflexion dans le sillage des recherches sur le sujet lecteur. Nous interrogeons tout d’abord la notion d’appropriation à la lumière de l’herméneutique contemporaine et des théories de la réception, mais aussi en regard des attentes de l’Institution scolaire, et nous définissons les espaces discursifs dans lesquels l’appropriation des œuvres littéraires peut s’observer. Nous analysons ensuite les résultats d’une recherche exploratoire réalisée dans différentes classes de seconde : nous avons mené auprès de nos élèves cinq expériences placées sur une ligne du temps, leur conférant une place de sujets lecteurs, inscrits dans l’histoire d’une relation singulière à la littérature. Nous mettons en lumière les résultats observés sur deux plans : Laisser en classe une place pour la rencontre personnelle des élèves avec les œuvres littéraires permet de répondre très nettement à certaines difficultés actuelles rencontrées par la transmission de la littérature. Par ailleurs, nous formulons plusieurs hypothèses sur le processus d’appropriation dans le cadre scolaire, en particulier sur le lien entre impressions subjectives, lecture objectivante, et construction de la posture lettrée attendue par l’école, mais aussi sur la construction d’une posture éthique, et sur l’ancrage des œuvres dans la mémoire. Nous analyserons les modifications qu’une telle démarche entraîne au plan pédagogique dans l’accueil de la parole de l’élève, dans le rapport au temps, dans les postures requises de la part de l’enseignant et dans les démarches d’apprentissage mobilisées auprès des élèves. / Appropriating literary works for year 11 / 10th grade french students Here, appropriation metaphorically refers to the process by which readers make a literary work their own. The expression also refers to the result of this process: the inscription and expansion of the work within each individual memory. The active participation of each reader is required throughout the hermeneutical process, from the open mindset needed to absorb a new reading until the point when it becomes registered in one’s “interior library”. Appropriation can be regarded as the final step of the reading process and the vanishing point of any analysis on the way literature is perceived and received. Personal appropriation of literary works by students is at the backdrop of any curriculum for teaching French and all research in didactics of literature. Maybe it should be granted more emphasis than it is in the French school system today, particularly in year 11 / 10th grade. This is my thesis statement, in the light of modern research on the reader as a subject. I shall first consider the notion of appropriation from the point of view of modern hermeneutics and reception theories, in compliance with the French official educational standards, and define the discursive spaces where appropriation of literary works occurs. I shall then analyze the findings of an exploratory research carried out in a number of year 11 / 10th grade classes: students were submitted to five successive experiments which placed them in the position of subject readers, within the story of a specific and individual relationship to literature. The findings are interpreted in two main axes. First, leaving room for a personal encounter between students and literary works during lessons permits to successfully address a number of current issues on the transmission of literature. Then, I consider several hypotheses concerning the appropriation process in class, more particularly, the link between subjective impressions, more objective readings and the acquisition of the expected academic standards, but also the acquisition of an ethical posture and the inscription of the works in students’ memories. I shall finally examine the pedagogical changes implied by such an approach in the management of class participation, of timing; in the positioning of the teacher and the learning strategies developed by students.

Originality is the most basic requirement for the copyrighting of a work and may be viewed as the mirror image of copyright infringement. In terms of section 2(3) of the Copyright Act, a work remains eligible for copyright even if the making thereof involved an infringement of copyright in some other work. However, a certain aspect or a feature of a work (relating to the “substantial part” requirement for copyright infringement; “substantial part” being understood from a hypertext rather than a linear point of view) cannot be infringing and original. In this thesis, the South African legal understanding of the originality concept is determined from case law. Specific attention is given to the meaning of “skill” and “labour”; the protection afforded to mere labour in South Africa and certain selected other jurisdictions; how the subjective nature of the originality test is affected by the “meritorious distinctiveness” requirement; and the degree of own skill and/or labour required for a work to be original and consequently protected. The present literary concept of originality is derived from literary discussions that appeared in newspapers and other publications in the wake of six “plagiarism scandals” which each caused a furore in Afrikaans literary circles. Even though the terminology used by littérateurs differs from that used in legal circles, originality essentially means the same for littérateurs and lawyers. Skill and/or labour as required by law is reflected in the literary “crucial distance” concept. The fact that a sufficient degree of skill and/or labour is required is reflected in the fact that the literary standard of a work is determined on the basis of how “tightly woven” a work is. Although a general protection of original ideas would negatively influence the free flow of information, measures for the protection of ideas are developing, particularly in the United States of America, where ideas (especially in the film industry) are a very valuable commodity. As Swarth proposes, applying the “novelty” and “concreteness” criteria in inverse ratio to each other could help to create an environment where idea purveyors and prospective buyers felt more free to negotiate and enter into agreements over original ideas. Postmodernism, a contemporary interpretative strategy that reaches into nearly every aspect of modern society, is discussed with specific reference to its interaction with originality. The influences of two phenomena of postmodernism on the originality concept, namely hypertext and Chaos theory, are investigated. Recommendations are made regarding measures aimed at the retention of talented authors and the original content of works in the wake of plagiarism scandals, while still holding the wrongdoer responsible for his actions. Certain suggestions are also made regarding the accessibility of courts and the supplementation of the few available precedents regarding originality in creative literary works. / Thesis (LLD)--University of Pretoria, 2007. / Private Law / unrestricted

Ayant occupé pendant une longue période la place privilégiée dans l’enseignement du français langue étrangère aux universités chinoises, les textes littéraires sont en train d’y perdre leur terrain. Ce constat nous conduit vers une série de questions autour de la littérature française et de son rôle dans l’enseignement du français langue étrangère : Quelle était la place des textes littéraires dans l’histoire de l’enseignement du français en Chine? Sont-ils encore utiles dans l’enseignement du français langue étrangère aujourd’hui? Aujourd’hui, quelle est leur place dans l’enseignement du français au sein des universités chinoises ? Comment faire pour aller vers une nouvelle pédagogie des textes littéraire dans l’enseignement du français langue étrangère en Chine ? Visant à répondre à ces questions, et basée à la fois sur l’analyse des enquêtes et des entretiens, et sur des réflexions théoriques et personnelles, nous commençons notre recherche par une étude sur l’évolution de l’enseignement du français et de l’emploi des textes littéraires en Chine, puis nous passons à justifier les apports de la littérature dans l’enseignement du français, enfin nous terminons notre travail par des solutions possibles pour favoriser l’emploi des textes littéraires dans l’enseignement du français aux universités chinoises. / The literary works are losing their privileged position which they used to hold in French language teaching in Chinese higher education. It reminds us of a series of questions about French literature and its role: Which position did the literary works take in the history of French language education in China? What is their current level and are they still useful? What shall we do in looking for a new method in order to make full use of them in education? Starting from a study of the French language teaching evolution in China, relying on an analysis of interviews organized by Chinese teachers and students, and based on the related theories and personal reflections, in this academic paper, I justify the advantages of French literature in language teaching and propose the possible solutions to promote the position of literary works in French language teaching in Chinese higher education.