Thesis (Ph.D. (English studies)) -- University of Limpopo, 2011 / This thesis explores the theme of identity in Es’kia Mpha-hele’s fictional and autobiographical novels, with special attention given to the quest for the lost identity of Afri-can cultural and philosophical integrity. In other words, the revival of the core African experience and the efforts to preserve and promote things African. Mphahlele wrote most of his novels during the time when Africa was under colonial influence. His native land was under the abhorred apartheid system which sought to relegate the African expe-rience to the background. In this sense, he was the voice of the people, reminding them of their past and giving them direction for the future. Chapter One of the thesis outlines the background to the study, defines concepts and gives a survey of African lit-erary identity. It also probes salient aspects which have influenced Mphahlele’s perspective on African identity dur-ing his early years as a writer and socio-cultural activ-ist. Approaches and methodology employed to examine Mphahlele’s writings are also outlined. Chapter Two synthesises the theoretical underpinnings of the study. The thesis adopts Afrocentricity as the basis of analysis, looking at aspects such as the African worldview, humanism (ubuntu) and collectivism. Views by different Af-rican literary critics on what African literature should entail in its distinctive definition are also discussed. Two main literary traditions, orality and the contemporary tradition, which give African literature its unique charac-ter as well as its phases are identified and brought to the fore.Identity in African literature is discussed in detail in Chapters three and four where Mphahlele’s literary works are closely examined. Chapter Five concludes the study and recommends that in order for Africa to forge ahead in her attempt to reclaim and promote her cultural identity, a new perspective must be cultivated and Mphahlele proposes hy-bridity, which is a harmonious co-existence of two or more cultural beliefs without one oppressing the other. / The University of Limpopo

I detta arbete studeras hur relationen mellan skolans undervisning kring källkritik och hur elevernas möten med verk med sanningsanspråk ser ut. Detta studerades genom en halvstrukturerad forskningsintervju med både lärare och elever. Lärarna är verksamma gymnasielärare i svenska och eleverna läser sitt tredje år vid gymnasiet. Eleverna intervjuades i fokusgrupper medan lärarna intervjuades en och en. Intervjuerna genomfördes via distans, och varje fokusgrupp och lärare intervjuades en gång. Denna studie är en kvalitativ studie med didaktisk teori som teoretiskt ramverk. Den slutsats som kan dras utifrån undersökningens resultat är att relationen mellan skolans undervisning kring källkritik och hur elevernas möten med verk med sanningsanspråk ser ut är relativt liten. Undervisningen innehåller verk med sanningsanspråk men det är inte en del av arbetet med källkritik. / This thesis examines the relation between the school’s work on source criticism and how students encounter with works with truth claims looks. This was studied through a semi-structured research interview with both teachers and students. The teachers are active high school teachers in Swedish and the students study their third year at the high school. The students were interviewed in focus groups while the teachers were interviewed one by one. The interviews were conducted remotely, and each focus group and teacher were interviewed once. This study is a qualitative study with didactic theory as a theoretical framework. The conclusion that can be drawn from the results of the survey is that the relationship between the school's teaching about source criticism and how students' encounters with works with truth claims looks is relatively small. The teaching contains works with truth claims but is not part of the work with source criticism.