Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study is a multi-site ethnography that focuses on young people from one low-income, Cape Town neighbourhood, an area that I got to know well between 2008 and 2012, when I worked and conducted research there. I explore how young people from this area, that I call Rosemary Gardens, learn in three different places. These places are, firstly, classrooms at Rosemary Gardens High School, secondly, a community-based hip-hop/ rap group called the Doodvenootskap, and, thirdly, a youth radio show called Youth Amplified, which involved many young people from Rosemary Gardens. In each of the three places a ‘spatio-dialogical’ analysis was used to examine learning that emerges through collaborative interactions between people. Dialogic learning may take place when young people are exposed to multiple, different perspectives, which manifest through language. This form of learning is ‘spatialised’ because it occurs through sets of social relations that coalesce at particular moments to form ‘places’. Places are junctions or points of intersection within networks of social relations. I use the work of Bakhtin (1981; 1986) and Bourdieu (1977; 1991) to illustrate how, in each of the three places, language operates as a socio-ideological system that is divided, in flux and differentially empowered. This work on language as a social system was put into conversation with Lefebvre’s (1991) spatial theory, producing tools that were used as lenses through which to interpret the ethnographic fieldwork. What emerged was the centrality of the workings of language as a social system at Rosemary Gardens High School, Youth Amplified and amongst the Doodvenootskap. The control desired by educators, combined with the bureaucratic forces that restrict spontaneity in their teaching practices, resulted in the use of highly prescribed language forces dominating dialogic interactions at Rosemary Gardens High School. The different cultural influences and historical traditions, which produce the Doodvenootskap, led to the group reclaiming and reinventing varieties of language. At times this produced more sufficiently interactive forms of dialogic learning, amongst this group, and on other occasions they merely reiterated the words of others, without reflection or rigorous thought. Critical pedagogy, at Youth Amplified, laid the foundations for multiple contrasting perspectives and different linguistic forms to manifest. In the media and in the imaginary of the South African middle and upper classes, schools in neighbourhoods that were formerly reserved for ‘Black’ and working-class ‘Coloured’ children are generally perceived to be dysfunctional places. Young people who live in the neighbourhoods in which these schools are located, are assumed to learn very little. Research with youth from Rosemary Gardens discovered that this kind of negative portrayal is only one view of a multi-faceted set of stories. On a daily basis, young people from Rosemary Gardens use language in interactions with peers and adults, exchanges that shape their consciousness and influence how they make sense of the multiple social worlds which they partially produce.

Following recently increased interest in research on gender, the thesis seeks to supplement current research by investigating language and gender. Specifically, it explores the influence of gender on the use of vague expressions within the formal context of departmental meetings. Respondents' TM perceptions of vague language use in the form of responses to a questionnaire were also collected and analysed. The study revealed gender differences as regards vague language use. Women used more vague expressions than their male colleagues. Males and females displayed preferences for certain vague expressions an indication of gender construction. For instance, the men used more vague additives, whereas the females made use of more hedges in their utterances. An attempt is made to explain these preferences in terms of the difference and dominance theories. It was also found that the generally formal context of meetings operated informally within these academic contexts. The explanations for the informality found in academic meetings are related to the degree of distance in relationships, and the frequency of interaction among colleagues. Responses to the questionnaire revealed differences in vague language use as regards male and females on certain items. This revealed a probable indication of gender construction. For instance, whereas the males were more sensitive to context in terms of vague language use, the females were less sensitive to the contextual use of vague language. The difference in male and female sensitivity to context is explained within a constant and fixed female adherence to informality. Politeness, however, did not emerge as a prominent feature, as neither males nor females in this group considered politeness as a major function of vague language use. While the investigation was held within the context of academic meetings, these gender attributes, preferences and or differences may be operating in other contexts. The research therefore serves as a point of departure for further studies on gender and vague language use. / Linguistics and Modern Languages / M.A. (Sociolinguistics)

Following recently increased interest in research on gender, the thesis seeks to supplement current research by investigating language and gender. Specifically, it explores the influence of gender on the use of vague expressions within the formal context of departmental meetings. Respondents' TM perceptions of vague language use in the form of responses to a questionnaire were also collected and analysed. The study revealed gender differences as regards vague language use. Women used more vague expressions than their male colleagues. Males and females displayed preferences for certain vague expressions an indication of gender construction. For instance, the men used more vague additives, whereas the females made use of more hedges in their utterances. An attempt is made to explain these preferences in terms of the difference and dominance theories. It was also found that the generally formal context of meetings operated informally within these academic contexts. The explanations for the informality found in academic meetings are related to the degree of distance in relationships, and the frequency of interaction among colleagues. Responses to the questionnaire revealed differences in vague language use as regards male and females on certain items. This revealed a probable indication of gender construction. For instance, whereas the males were more sensitive to context in terms of vague language use, the females were less sensitive to the contextual use of vague language. The difference in male and female sensitivity to context is explained within a constant and fixed female adherence to informality. Politeness, however, did not emerge as a prominent feature, as neither males nor females in this group considered politeness as a major function of vague language use. While the investigation was held within the context of academic meetings, these gender attributes, preferences and or differences may be operating in other contexts. The research therefore serves as a point of departure for further studies on gender and vague language use. / Linguistics and Modern Languages / M.A. (Sociolinguistics)

Dominant discourses on power, childhood and gender lead to power inequalities in social relationships in families and schools, allowing abuses of power (the subjugation and marginalisation of women and young people). These dominant structures of belief are often disrespectful of young people's experiences, stories and knowledges. This research attempted to respond to dilemmas in child relationships, to challenge belief structures that construct relationships between adults/young people, and to empower young people to stand up for their beliefs and make their voices heard. The research was guided by a post-modern, narrative pastoral approach. To deconstruct discourses that restrict young people within social institutions, social construction discourse, feminist post-structuralism, narrative theology and feminist theology were used. Narrative practices were used to look at depression, guilt, trouble and anger. Re-authoring conversations were used to construct preferred stories about young people's identities and to explore alternative stories and the not-yet-said on drugs. / Philosophy, Practical & Systematic Theology / M. Th. (Practical Theology (Pastoral Therapy))

Dominant discourses on power, childhood and gender lead to power inequalities in social relationships in families and schools, allowing abuses of power (the subjugation and marginalisation of women and young people). These dominant structures of belief are often disrespectful of young people's experiences, stories and knowledges. This research attempted to respond to dilemmas in child relationships, to challenge belief structures that construct relationships between adults/young people, and to empower young people to stand up for their beliefs and make their voices heard. The research was guided by a post-modern, narrative pastoral approach. To deconstruct discourses that restrict young people within social institutions, social construction discourse, feminist post-structuralism, narrative theology and feminist theology were used. Narrative practices were used to look at depression, guilt, trouble and anger. Re-authoring conversations were used to construct preferred stories about young people's identities and to explore alternative stories and the not-yet-said on drugs. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology (Pastoral Therapy))