The purpose of this study was to investigate whether the space provided by a readerresponse transaction between girls and the text, Roll of Thunder, Hear My Cry (Taylor 1977) .. empowered pupils to tell their own stories. It also sought to identify ways in which the problems and possibilities perceived by these pupils might guide curriculum decisions in a transforming education system. In addition to engaging in reader-response activities around the text, drama and videos providing social context were integral to the programme. Related work in the subject areas of history and lifeskills was also undertaken. Data was drawn from pupils' reading journals, responses to specific passages, transcripts of small group discussions, and interviews. The study is ethnographic in nature and all the data qualitative. Theoretical insights were drawn from the felds of cultural studies, postmodern criticism, and postructural modes of cultural and social analysis inasfar as they illuminate and inform the relationship between language, knowledge and power. The research was conducted in an historically white, girls' school which adopted a nonracial admissions policy in January 1991. Despite the fact that existing traditions and values of the the school to a very large extent influence what is taught, the data suggests that pupils were becoming agents in their own learning and were taking up multiple identities both within and without the world of the school.

This research is based on the hypothesis that response-based approaches to teaching literature and an outcomes-based system of education (OBE) are conceptually incompatible. This thesis claims that reader response involves processes that cannot be accommodated pedagogically within a system based on pre-determined outcomes. Furthermore, the kind of assessment prescribed by OBE is inappropriate to the nature of reader response. The hypothesis is based on three main premises. The first is that each reader brings a highly individual and complex set of personal schemata to the reading of imaginative texts, and these schemata have a decisive influence on the nature of a reader’s response. This means that response during imaginative engagements with literary texts tends to be idiosyncratic, and therefore largely unpredictable. Because of this, it would be inappropriate for a teacher, working within an OBE system, to try to teach towards pre-selected outcomes and to attempt to ensure that these outcomes, based on responses to literary texts, are in fact achieved. The second premise is that readers’ imaginative engagements with literary texts are essentially hidden events, which even the individual reader cannot fully bring to the surface and articulate. Because they are complex, and to some extent inaccessible, it would be inappropriate to assess the processes of response in the form of tangible evidence that a particular kind of response has taken place, or an outcome achieved. The third premise is that responses need time to grow and develop and do not merely happen quickly and cleanly. Consequently, aesthetic response, already a complex and inaccessible process, has no clearly distinguishable beginnings or endings. It would therefore be inappropriate to try to pinpoint the exact nature and parameters of a particular response or fragment it into a discrete unit of competence or knowledge. A two-dimensional problem emerges. The first is a conceptual one: whether there is an inherent tension between encouraging response to imaginative literature on the one hand, and accepting the rationale for OBE, on the other. The second dimension of the problem is empirical: whether teachers of literature experience any tension of either a conceptual or a practical nature when following response based approaches within the OBE system of Curriculum 2005, and if so, what they do in order to cope. In exploring the conceptual problem, the argument of this thesis is supported by reception theory and reader response criticism. The former provides key theoretical principles and insights that illuminate the nature of aesthetic reading, while the latter describes and analyses the nature, extent and manifestations of response in educational contexts, underpinned by both reception theory and empirical research. Together they offer evidence that personal response is determined by a complex range of processes, and is the core activity in reading for aesthetic purposes. This thesis also examines the conceptual basis and the structure of OBE as interpreted in both Curriculum 2005 and the revised National Curriculum Statement. The purpose of this is to establish the extent to which the philosophy and modus operandi of these curricula are rooted in notions of competence, and the requirement that learners give tangible demonstrations of pre-determined outcomes being achieved. If it is found that the curricula do lean heavily on pre-determined outcomes in regard to competencies that must be demonstrated, it may be concluded that 1) reader response activities are incompatible with OBE in a South African context, and 2) the potential exists for such incompatibility to create obstacles to creative and effective literature teaching. This can lead to difficulties for the teacher, who will then have to adopt acceptable strategies to cope with the situation. These strategies may ultimately be to the detriment of the pupils, particularly if the teacher seeks a compromise between genuine response and the kinds of activities that would yield precise, palpable measures of attainment that can be easily demonstrated. Exploring the empirical dimension of the problem involves investigating the responses of both teachers and teacher trainers to the experience of promoting response-based literature teaching and learning in an OBE environment. In order firstly investigated whether the practitioners do encourage reading response as a core activity in reading for aesthetic purposes. The extent to which practitioners have a sound grasp of the conceptual issues relevant to this research is also investigated. Insight into such issues depends on teachers and teacher trainers understanding the nature of reader response, on the one hand, and the rationale and structures of the relevant OBE curricula, on the other. Whether, and to what extent, practitioners experience tensions through their awareness of conceptual incompatibilities is also investigated. It should be borne in mind that practitioners work in real contexts in which a variety of complex factors play a role in determining how they respond to pressures from the environment. It cannot therefore be expected that teachers and others involved in delivering the curriculum will be able to reflect on purely conceptual issues without being influenced to an extent by more practical or logistical considerations. However, this study argues that the extent to which they are able to identify the relevant factors that affect the conceptual underpinnings of their practice will determine the degree to which their responses support the argument of this thesis. Together, the empirical and the theoretical findings offer qualitative evidence that should illuminate the nature and extent of the problem.

Thesis (MPhil)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The purpose of the study was to investigate the controlled transfer of meaning that could be facilitated by the application of knowledge of sense-making theory. An object of communication, an advertisement, was consciously constructed on the basis of sense-making principles. An application of knowledge of sense making was then employed to assess the reception of the advertisement by a selected sample of respondents. The decision to select advertising as the choice of medium for the study stemmed from the increasing levels of criticism directed at this form of communication as a result of its frequent failure to deliver intended benefits for its sponsors. The intended benefits relate to the transfer of meaning that would prompt recipients of advertising messages to take an action that would be of value to the advertiser. More specific criticisms have centred on the failure of a growing number of advertising messages to deliver meaningful benefits as a result of their lack of relevance for the intended recipients of these communications. A call for a shift in mind-set away from traditional linear models currently employed to facilitate the design of advertising messages has prompted a growing recognition of the need to employ a more empathetic approach that would facilitate a positive interaction between an advertiser and a target audience. The emergence of what has been termed experiential marketing communications has advocated a view that advertising communications can promote stronger allegiances between organisations and their customers by the inclusion of meaningful sensory associations for recipients. This view, together with the insights revealed by those working in the field of sense making, suggested that the incorporation of sense-making theory could well accommodate the paradigm shift that has been called for in the design of advertising communications. The views and insights outlined above prompted the development of an advertisement that sought to incorporate sense-making theory into its construction. The requirement to allow for the transfer of intended meaning in the advertisement was facilitated by incorporating frames and cues, the design of which sought to assist in the resolution of equivocality and enable respondents to bridge cognitive gaps. The investigation took the form of an exploratory case study. The advertisement, constructed on the basis of sense-making theory, represented the control element of the study. In-depth interviews were conducted amongst grade 12 learners selected on the basis of their matching the target audience for which the advertisement had been designed. The semi-structured nature of the interviews followed a format that allowed for a comparison to be made between the intended input of meaning and the decoding of responses relating to the advertisement. Results indicated that there was a transfer of intended meanings incorporated into the advertisement as indicated in the decoded responses of respondents. These positive findings tend to indicate that a conscious application of sense-making theory to the construction of advertising messages could enhance their effectiveness. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die beheerde oordrag van betekenis, gefassiliteer deur die bepassing van kennis van die “sense-making” teorie, te ondersoek. ‘n Voorwerp van kommunikasie, ‘n advertensie, is doelbewus geskep op grond van die beginsels van die “sense-making” teorie. ‘n Toepassing van kennis van dié teorie is aangewend om die impak van die advertensie op ‘n steekproef van reagente te assesseer. Weens die voortdurende mislukking van die advertensie medium om beplande voordele aan die borge te lewer, styg vlakke van kritiek gerig tot hierdie medium. Juis hierdie statistiek het die besluit om die advertensie medium as voorwerp van studie te gebruik, laat ontwikkel. Die beplande voordele vir die borge hou direk verband met die oordrag van die betekenis wat die ontvanger van die advertensie boodskap sal aanpar om op te tree, en sodoende tot voordeel van die adverteerder sal strek. Kritiek is spesifiek gerig op die mislukking van al hoe meer advertensies wat nie betekenisvolle voordele lewer nie as gevolg van die irrelevansie van die vorm van kommunikasie vir die ontvanger. Die herkenning van die groeiende behoefde het ‘n beroep gemaak om ‘n paradigma skuif te maak, weg van die huidige, tradisionele, linêre model wat die ontwerp van advertensie boodskappe fassiliteer. Hierdie behoefte is om ‘n meer empatiese benadering in te stel, wat ‘n positiewe interaksie tussen die adverteerder en teiken gehoor sal fassiliteer. Die ontstaan van die sogenaamde “experietial marketing communications” het voorgestel dat die advertensie medium sterker getrouheid tussen organisasies en hul klante kan adverteer. Hierdie oogpunt, saam met die insig van dié gene wat in die veld van “sense making” werk, stel voor dat die inkorporasie van die “sense-making” teorie, wel die paradigma skuif, beroep op die ontwerp van die advertensie, kan akkommodeer. Dit het die ontwikkeling van ‘n advertensie met die “sense-making” teorie in sy konstruksie geïnkorporeer, aangewaldeer. Die vereiste om die oordrag van die beplande betekenis van ‘n advertensie te bewerkstellig, is gefassiliteer deur sketse en aanwysings te inkorporeer. Hierdie sketse en aanwysings is ontwerp om die voorkoming/oplossing van dubbelsinnigheid te ondersteun en om reagente te help om kognitiewe gapings te oorbrug. Die ondersoek het die vorm van ‘n ontdekkings gevallestudie aangeneem. Die advertensie, gebaseer op die “sense-making” teorie, het die kontrole element van die studie verteenwoordig. Onderhoude is indiepte gevoer met graad 12 leerders wat gekeur is op grond van die feit dat hulle in die teikengroep van die ontwerpte advertensie val. Die semigestruktureerde aard van die onderhoude het toegelaat dat die voorafbeplande blootstelling aan die betekenis vergelyk word met die dekodering van die terugvoering in verband met die advertensie. Resultate het gewys dat daar wel ‘n oordrag van die beplande, geïnkorporeerde betekenis in die advertensie plaas gevind het, wat bewys is in as ‘n dekodeerde reaksie van die reagent. Hierdie positiewe bevindings neig om te bewys dat ‘n bewuste aanwending van die “sensemaking” teorie tot die konstruksie van die advertensie wese die effektiewiteit van boodskappe verbeter.

Text in Afrikaans / Hierdie studie is 'n herskepping van die wereld van die Afrikaanse roman van 1934-1939. Al die romans is bekom en gelees. Die beskikbaarheid van hierdie romans word aangedui. 'n Sketsmatige beeld van elke roman word gegee, waarin die aard daarvan aangetoon word ten opsigte van die volgende aspekte: milieu, tema en konflik (moreel, religieus, maatskaplik, polities). Die lotgevalle van hierdie romans is nagegaan aan die hand van tydgenootlike resepsiegeskiedenis, sowel as die van die literatuurgeskiedskrywing tot op hede. Hieruit het dit geblyk dat sekere romans aanvanklik hoog aangeslaan is, maar nie in die kanon opgeneem is nie. Moontlike redes hiervoor word ondersoek. Na my oordeel verdien Die loutering van Petrus deur Ella Fischer en Die jare daarna deur Aletta Steyn 'n herbesoek. Albei romans is boeiend en interessant, die karakters "lewe" en dit wat hul beleef en ervaar, spreek steeds tot die leser van die negentigerjare / This study is a recreation of the world of the Afrikaans novel of 1934-1939. All the novels were obtained and read. The availability of these novels is indicated. A schematic account of each novel is given, in which the nature of each is explicated in respect of the following aspects: milieu, theme and conflict (moral, religious, social and political). The fate of these novels was researched in the context of their contemporary reception history and that of literary historiography to date. From the study it appears that certain novels were initially highly acclaimed, but were not included in the canon. Possible reasons for this are investigated. It is my opinion that Die loutering van Petrus by Ella Fischer and Die }are daarna by Aletta Steyn need to be re-evaluated. Both novels are absorbing and interesting, the characters are lifelike and their life experiences are still relevant to the reader of the nineties / Afrikaans & Theory of Literature / M.A. (Afrikaans)

Text in Afrikaans / Hierdie studie is 'n herskepping van die wereld van die Afrikaanse roman van 1934-1939. Al die romans is bekom en gelees. Die beskikbaarheid van hierdie romans word aangedui. 'n Sketsmatige beeld van elke roman word gegee, waarin die aard daarvan aangetoon word ten opsigte van die volgende aspekte: milieu, tema en konflik (moreel, religieus, maatskaplik, polities). Die lotgevalle van hierdie romans is nagegaan aan die hand van tydgenootlike resepsiegeskiedenis, sowel as die van die literatuurgeskiedskrywing tot op hede. Hieruit het dit geblyk dat sekere romans aanvanklik hoog aangeslaan is, maar nie in die kanon opgeneem is nie. Moontlike redes hiervoor word ondersoek. Na my oordeel verdien Die loutering van Petrus deur Ella Fischer en Die jare daarna deur Aletta Steyn 'n herbesoek. Albei romans is boeiend en interessant, die karakters "lewe" en dit wat hul beleef en ervaar, spreek steeds tot die leser van die negentigerjare / This study is a recreation of the world of the Afrikaans novel of 1934-1939. All the novels were obtained and read. The availability of these novels is indicated. A schematic account of each novel is given, in which the nature of each is explicated in respect of the following aspects: milieu, theme and conflict (moral, religious, social and political). The fate of these novels was researched in the context of their contemporary reception history and that of literary historiography to date. From the study it appears that certain novels were initially highly acclaimed, but were not included in the canon. Possible reasons for this are investigated. It is my opinion that Die loutering van Petrus by Ella Fischer and Die }are daarna by Aletta Steyn need to be re-evaluated. Both novels are absorbing and interesting, the characters are lifelike and their life experiences are still relevant to the reader of the nineties / Afrikaans and Theory of Literature / M.A. (Afrikaans)

This dissertation is a report on a study about autobiography as genre, focusing on the voice of the white, Afrikaans-speaking woman. The point of departure for this study was a survey of the number of autobiographies written in Afrikaans by these women. With the focus on the limited number of such autobiographies three autobiographies were studied, namely, Met die Boere in die veld (Sarah Raal), My beskeie deel (M.E.R.) and 'n Wonderlike geweld (Elsa Joubert). Within the framework of the complexity systems theory the role of the observer (author/reader) was studied to determine the possibility of demonstrating that when reading/writing an autobiography, some epistemological changes may occur, manifesting as conceptual changes in the mind of the observer. It could be demonstrated that because of women's sensitivity to interpersonal relationships they are capable of acting as unique registers of the complexity of individual existence, while remaining aware of the constant influence, effect and needs of the other. / AFRIKAANS & THEORY OF LIT / MA (AFRIKAANS)

This dissertation is a report on a study about autobiography as genre, focusing on the voice of the white, Afrikaans-speaking woman. The point of departure for this study was a survey of the number of autobiographies written in Afrikaans by these women. With the focus on the limited number of such autobiographies three autobiographies were studied, namely, Met die Boere in die veld (Sarah Raal), My beskeie deel (M.E.R.) and 'n Wonderlike geweld (Elsa Joubert). Within the framework of the complexity systems theory the role of the observer (author/reader) was studied to determine the possibility of demonstrating that when reading/writing an autobiography, some epistemological changes may occur, manifesting as conceptual changes in the mind of the observer. It could be demonstrated that because of women's sensitivity to interpersonal relationships they are capable of acting as unique registers of the complexity of individual existence, while remaining aware of the constant influence, effect and needs of the other. / AFRIKAANS and THEORY OF LIT / MA (AFRIKAANS)