If singing in a choir could lead to people being healthier, happier and better citizens overall, then there is great value to choral singing in South Africa as well as the rest of the world. Social capital or social “networking” finds great flourishing in choral setups and the aim is to research how the social capital of participants is developed through choir singing and what the significance of musical hobbies is in the progress and expansion of trust associated with the community. A multicultural approach is necessary and allows for an insight into the knowledge of social capital in various cultural contexts. Singing in a choir is no longer seen as merely an extra curricular or hobby. Choral singing (singing in parts) adds great value to the life of the individual and this ultimately affects the people associated with the singer. The study investigates the motivation for people wanting to sing in choirs, and whether these reasons vary from culture to culture. A background of the main cultural identities in South Africa is discussed, allowing for the grouping of choirs into various language groups and cultural groups. Social capital forms the backbone of this research and the connection between singing and health; trust; and happiness are explored. Results indicate that choir singing is a priority in a chorister’s life and that the main motivation to sing is too socialise and develop musical skills. Choirs play a decisive role in the construction of unity as a collective and independence as an individual. Questionnaires were distributed across various cultural groups within South Africa in order to collect information. Reasons for wanting to join a choir and the impact of music on the individual and on the greater community are all scrutinized. The value that music has on the life of the individual is significant, and the journey to this happiness is easily obtainable. Copyright 2007, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Barrett, MJ 2007, The value of choral singing in a multi-cultural South Africa , MMus dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-09122008-184754 / > E1042/gm / Dissertation (MMus)--University of Pretoria, 2008. / Music / unrestricted

The current Afro-communitarianism (AC) articulation and analysis of botho is characterised by two main approaches. First it treats botho as if it is a universal concept that can be expounded independently in a theoretical manner devoid of any specific cultural perspective that give it meaning and authority. Second it abstracts the Sesotho proverb “motho ke motho ka batho” (MKKB) from the rest of Sesotho narrative elevating it as foundational to the definition and meaning of the concept, where a particular reading of this proverb has come to be taken as the quintessential articulation of the meaning of this concept. This thesis problematizes this account within the context of Sesotho culture from which the proverb derives. Firstly, it rejects the abstraction and exceptionalism of MKKB as poor scholarship and a deficiency in the knowledge of the ethical significance of narratives in Sesotho culture, arguing that this is an unjustified abstraction of MKKB from Sesotho narratives inconsistent with how proverbs are interpreted and used. It asserts that MKKB is best understood not in isolation, but within the context of the unity of African narratives and their meaning and unique role as the chief means of moral education into botho. Secondly, the thesis questions the dominance of one specific reading of Ubuntu in the current botho discourse and the privileged status this reading has enjoyed over other, equally justified, interpretations. It argues for a definition of botho (moral personhood ) based on the definition of this term as a moral statement describing good admirable moral qualities of character of motho. The study thus starts from the premise that talk about botho turns out to be talk about character of motho because botho cannot be fully realised independently of the characters of individuals who make it a reality. The study recommends a character centric definition of botho as a fresh alternative, where an understanding of the possession of botho by motho, entails inculcation of makhabane or virtues of botho, many of which are found narratives especially proverbs. Its attractiveness is that it is consistent with the nature of African ethics as character-based ethic, but also underscores important assumptions behind botho including the primacy of character and the existence of a particular social order as a prerequisite for botho to flourish, all of which are worth serious consideration in the current botho discourse. / Research Institute for Theology and Religion

According to the national Education Policy Act of 1996 and the norms and standards regarding Language policy, the promotion of multilingualism was stated as a prime objective, together with strong support of either home language or dual-medium education. Although the right to choose the language of learning and teaching (LoLT) which had to be an official language(or languages) lay with the individual. Hence the study is to persuade the department of Education in KZN to include isiXhosa and Sesotho languages as home language in KZN schools curriculum. The province of KZN is attracting many people especially Xhosas and Sotho’s from Eastern Cape and from other provinces such as Free State to mention few. These people come to KZN basically to seek jobs and stay in KZN under a vast ray of reasons. The city of Durban is like Johannesburg to them-‘’eGoli’’ in old days. However, in Gauteng almost two or more official languages are accommodated in schools, either being done as home language, first additional, second additional or even a third additional language. The choice lay with the individual. The Language Policy promoting multilingualism is implemented in Gauteng, why not in KZN- because the KZN total population of 9 426 014 based on census 2001 data indicate that there is no one speaking Sesotho in KZN but only 80% of isiZulu and 2.3% isiXhosa not mentioning English and Afrikaans1. Currently according to 2011 census, isiZulu is the mother tongue of 22.7% of South Africa’s population2. Furthermore, what is indicated by these census statistics starts in KZN schools where by the curriculum is designed in more convenient manner where by all Africans in KZN do IsiZulu as home language putting aside English and Afrikaans. The importance of mother-tongue, culture as well as multilingualism as the key concepts in diverse inclusive curriculum is not manifested in KZN school curriculum. The significant of 1976 Soweto up-raising lays in the right to choose the language of learning and teaching and it is part of democracy in South Africa. There should be options of languages to choose in schools most importantly giving a mother-tongue the first choice. Unfortunately there is no choice in KZN schools with regard to Africans group. More interestingly, there is a choice to listen to radio stations namely Umhlobowenene FM which broadcast in isiXhosa and Lesedi FM broadcasting in Sesotho. Nobody can say to another why one is listening to that Xhosa or Sotho radio in KZN, simply because is one’s choice. In the same manner that SABC enabled the broadcasting Xhosa and Sotho radios in KZN, so the department of Education in KZN can include isiXhosa and Sesotho as home languages and the choice of isiZulu as an additional language not as a home language. The results of the study do not reveal the poor academic performance of Xhosas and Sotho learners in the subject of isiZulu home language in KZN. But reveal the loss of identity, culture, and one’s roots. Hence language is a primary tool to enhance self-identity, it forms a fundamental part of culture and enables one to stick to own roots and embraces the sense of origin like being a proudly South African- a rainbow nation. / Educational Studies / M.A. (Inclusive Education)

According to the national Education Policy Act of 1996 and the norms and standards regarding Language policy, the promotion of multilingualism was stated as a prime objective, together with strong support of either home language or dual-medium education. Although the right to choose the language of learning and teaching (LoLT) which had to be an official language(or languages) lay with the individual. Hence the study is to persuade the department of Education in KZN to include isiXhosa and Sesotho languages as home language in KZN schools curriculum. The province of KZN is attracting many people especially Xhosas and Sotho’s from Eastern Cape and from other provinces such as Free State to mention few. These people come to KZN basically to seek jobs and stay in KZN under a vast ray of reasons. The city of Durban is like Johannesburg to them-‘’eGoli’’ in old days. However, in Gauteng almost two or more official languages are accommodated in schools, either being done as home language, first additional, second additional or even a third additional language. The choice lay with the individual. The Language Policy promoting multilingualism is implemented in Gauteng, why not in KZN- because the KZN total population of 9 426 014 based on census 2001 data indicate that there is no one speaking Sesotho in KZN but only 80% of isiZulu and 2.3% isiXhosa not mentioning English and Afrikaans1. Currently according to 2011 census, isiZulu is the mother tongue of 22.7% of South Africa’s population2. Furthermore, what is indicated by these census statistics starts in KZN schools where by the curriculum is designed in more convenient manner where by all Africans in KZN do IsiZulu as home language putting aside English and Afrikaans. The importance of mother-tongue, culture as well as multilingualism as the key concepts in diverse inclusive curriculum is not manifested in KZN school curriculum. The significant of 1976 Soweto up-raising lays in the right to choose the language of learning and teaching and it is part of democracy in South Africa. There should be options of languages to choose in schools most importantly giving a mother-tongue the first choice. Unfortunately there is no choice in KZN schools with regard to Africans group. More interestingly, there is a choice to listen to radio stations namely Umhlobowenene FM which broadcast in isiXhosa and Lesedi FM broadcasting in Sesotho. Nobody can say to another why one is listening to that Xhosa or Sotho radio in KZN, simply because is one’s choice. In the same manner that SABC enabled the broadcasting Xhosa and Sotho radios in KZN, so the department of Education in KZN can include isiXhosa and Sesotho as home languages and the choice of isiZulu as an additional language not as a home language. The results of the study do not reveal the poor academic performance of Xhosas and Sotho learners in the subject of isiZulu home language in KZN. But reveal the loss of identity, culture, and one’s roots. Hence language is a primary tool to enhance self-identity, it forms a fundamental part of culture and enables one to stick to own roots and embraces the sense of origin like being a proudly South African- a rainbow nation. / Educational Studies / M. A. (Inclusive Education)

Thesis (M. Tech.) - Central University of Technology, Free State, 2007

Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.

Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.

Thesis (MPhil )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: With the advent of the information age, government ministries in Lesotho, as well as nongovernmental agencies, are trying to gain publicity in terms of services they offer to the general public. The Ministry of Employment and Labour (MEL), for example, resorted to using radio programmes in order to inform the public about the services it offers. These range from career guidance and counselling, pre- and post-employment advice, information about occupational health and safety and HIV/AIDS, providing facts about what type of vacancies are available locally and internationally, to instilling the spirit of dialogue among relevant stakeholders in matters related to labour, employers and employees. During various weekly radio presentations, presented in Sesotho, several departments are able to go on-air and present services that their departments offer to the general public and what the public can do in the event they are given a disservice by the concerned department. In the process of doing so, many technical terms are used. These often take the form of code switches into English, translations from English into Sesotho and borrowings from English. The purpose of this thesis is to examine whether the use of code switching, translation and borrowing makes it possible for factory workers in Lesotho to understand the message that is being delivered to them in a clear and unmistakable manner that will influence a change of behaviour on the part of factory workers. In order to ascertain the level of comprehension of technical terms, participants completed a questionnaire in which they gave their understanding of various technical terms selected from transcribed MEL radio broadcasts. The findings of this study show that the use of code switching, translation and borrowing from English limit the understanding of what is being communicated, making the radio broadcasts less effective in disseminating information on matters related to HIV/AIDS, the plight of factory workers according to the ratified conventions of the International Labour Organization (ILO), legal terms related to contracts of employment, their commencement and termination, conditions of work, the level of the unemployed versus the employed, skills needed to venture into the country’s labour market and occupational health and safety guidelines as reflected in the Labour Code of Lesotho. / AFRIKAANSE OPSOMMING: Met die aanbreek van die inligtingsera probeer staatsministeries in Lesotho, asook nieregeringsorganisasies, om publisiteit te verkry vir die openbare dienste wat hul lewer. Die Ministerie van Werksverskaffing en Arbeid (MWA) het byvoorbeeld besluit om gebruik te maak van radioprogramme om die publiek in te lig aangaande sy dienste. Hierdie dienste wissel van beroepsvoorligting en -berading, voor- en na-indiensnemingsadvies, inligting oor bedryfsgesondheid en -veiligheid en HIV/VIGS, die verskaffing van feite oor beskikbare plaaslike en internasionale vakaturetipes, tot die kweek van ’n dialoog-gees onder relevante belanghebbendes in arbeid-, werkgewer- en werknemersake. Tydens verskeie weeklikse radio-aanbiedings, aangebied in Sesotho, kan ’n aantal departemente hulle openbare dienste adverteer, asook die prosedure wat gevolg kan word deur lede van die publiek wat veronreg is deur die gegewe departement. Hierdie boodskappe bevat verskeie tegniese terme, dikwels aangebied in die vorm van kodewisselings na Engels, vertalings uit Engels na Sesotho, asook Engelse leenwoorde. Die doel van hierdie tesis is om vas te stel of die gebruik van kodewisseling, vertaling en woordleen fabriekswerkers in Lesotho daartoe in staat stel om die boodskap wat gekommunikeer word te verstaan in ’n duidelike, ondubbelsinnige wyse wat tot ’n gedragsverandering onder die fabriekswerkers sal lei. Ten einde die begripsvlak vir tegniese terme vas te stel, het deelnemers ’n vraelys voltooi waarin hulle hul begrip van verskeie tegniese terme (geselekteer uit getranskribeerde MWA-radiouitsendings), weergegee het. Die bevindinge van hierdie studie dui daarop dat die gebruik van kodewisseling, vertaling en woordleen uit Engels die begrip van wat gekommunikeer word, beperk. Dít maak die radiouitsendings minder effektief in die verspreiding van inligting oor HIV/VIGS; die saak van fabriekwerkers (met inagname van die gesanksioneerde konvensies van die Internasionale Arbeidsorganisasie); regsterme wat verband hou met arbeidskontrakte, spesifiek hul aanvang en terminasie, asook werksomstandighede; die vlak van werkloses teenoor werkendes; die vaardighede wat benodig word om die land se arbeidsmark te betree; en bedryfsgesondheid en –veiligheidsriglyne, soos gereflekteer in die Arbeidswet van Lesotho.

Critical studies and creative works in the Sesotho novel have made some of the important contributions in Sesotho literary history in particular, and African literary history in general. However, such contribution has been dictated by a particular history and an ideology. The world-view in literary practice that emerged from that history is the one that tends to divorce literature, literary study and language from society. Consequently, this study identifies this practice as a problem that needs to be addressed. This study argues from this perspective that literature, literary study and language should be re-established as integral parts in a manner that pedagogical practice would translate into positive social practices. To realise this ideal the study approaches the study of the Sesotho novel from the perspective of literary production. The theory of literary production insists that literature is a form of social production. This argument becomes even more pertinent to the study of the novel, which is viewed as having profound elements of realism that mirror society. A consideration of the Sesotho novel as a form of literary production that is linked to other forms of social production immediately leads to the question of the development of the Sesotho novel. The possibilities that are identified include external influence and internal evolution in the development of the Sesotho novel. These possibilities also have a bearing on the study of the Sesotho novel in particular and the study of the African novel in general. In order to pursue the argument to its logical conclusion, the development of the Sesotho novel is divided into three periods: 1900-1930; 1930-1960 and the 1960s- 1990s. Each of these periods demonstrates a particular ideological leaning that is akin to the material conditions of each period. Taking this trend as a pattern in the development of the Sesotho novel, this study advocates an approach that links literature and literary studies to society. / African Languages / D.Litt. et Phil. (African Languages)

Thesis (DLitt (African Languages))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The expression of aspect in Sesotho within the framework of the principles, properties and mechanisms of three different components of grammar, i.e. the syntactic, morphological and semantic components, has been established in a broader context. The application of the terms aspect and tense in the existing grammatical descriptions of the Sesotho verbs, however, has proved to be problematic. This is largely owing to the fact that these categories are established in Sesotho on the basis of notional distinctions. This study aims to examine comprehensively, firstly, the morphosyntactic system of Sesotho, in order to determine the range of categories that express grammatical aspect, which includes the Perfective and Imperfective aspects in Sesotho. The perfective-imperfective opposition is a particular area of focus in this study, and comprises the different tenses which are involved in the meaning of the situation types (activities, achievements, accomplishments and states). In this regard, questions relating to the distinctive properties of tense and aspect in Sesotho, namely: (i) the aspect categories that occur in the full range of tenses in Sesotho, (ii) the aspect categories that occur in deficient verb constructions, and (iii) the theoretical treatment of the relationship between aspect and the aspectual classes of verbs (activities, achievements, accomplishments and states) in Sesotho, undergo detailed examination and investigation in this study. Secondly, the study both defines and explores the theoretical frameworks pertaining to the analysis of: (i) the correlation between the Sesotho aspect system and the relationship between situation types and grammatical aspects in Sesotho, (ii) the distribution of aspectual classes of verbs with respect to grammatical aspect and temporal adjunct (for- adverbial and in- adverbial) categories in Sesotho, and (iii), the effect on telicity of certain complement categories on the inner temporal structure of aspectual verb classes. The study establishes the premise that the syntactic evidence for telic events in Sesotho usually turns on the feature of completion which involves the interaction of duration and a change of state. Therefore, this study aims to demonstrate that the existence and application of the durative adverbial provides syntactic evidence for atelic events. The argument for the causes and dynamics of the telic/atelic dichotomy, as approached in this study, is based on crucial shifts which are triggered by either completive or durative adverbials when appearing with situation types. / AFRIKAANSE OPSOMMING: Die wyse waarop aspek in Sesotho tot uitdrukking kom binne die raamwerk van die beginsels, eienskappe en meganismes van drie verskillende komponente van die grammatika, naamlik die sintaktiese, morfologiese en semantiese komponente, is binne ‘n breër konteks vasgestel. Die toepassing van die terme aspek en tempus/tydsaanduiding in die bestaande grammatikabeskrywings van die Sesotho werkwoorde, blyk egter problematies te wees. Dit moet grootliks toegeskryf word aan die feit dat hierdie kategorieë in Sesotho op grond van begripsonderskeidinge gevestig geraak het. Die doel van hierdie studie is eerstens om ‘n omvattende ondersoek van die morfosintaktiese sisteem van Sesotho te doen ten einde vas te stel wat die omvang van die kategorieë is wat grammatiese aspek uitdruk. Dit sluit die Perfektiewe en Imperfektiewe aspekte van Sesotho in. Die perfektum – imperfektumopposisie is ‘n besondere fokus area in hierdie studie en dit behels die verskillende tye van die werkwoord wat betrokke is die betekenis van die situasietipes (aktiwiteite, verrigtinge, afhandeling en toestande). In hierdie verband word vrae wat betrekking het op die distinktiewe eienskappe van tempus en aspek in Sesotho, naamlik (i) die aspekkategorieë wat in die volle reeks tye in Sesotho voorkom, (ii) die aspekkategorieë wat in gebrekkige/ontoereikende werkwoordkonstruksies en (iii) die teoretiese hantering van die verhouding tussen aspek en die aspektiese klasse werkwoorde (aktiwiteite, verrigtinge, afhandeling en toestande) in Sesotho in hierdie studie in besonderhede ondersoek en nagevors. Tweedens omlyn en verken die studie die teoretiese raamwerke wat betrekking het op (i) die korrelasie tussen die Sesotho aspeksisteem en die verband tussen situasietipes en grammatikale aspekte in Sesotho, (ii) die distribusie van aspektiese werkwoordklasse ten opsigte van grammatiee aspek en temporele adjunkkategorieë (vir – adverbiale en in – adverbiale) in Sesotho, en (iii) die effek op “telicity” telisiteit van sekere komplementkategorieë op die binneste temporele struktuur van die aspektiese werkwoordklasse. Die verhandeling poneer die premis dat die sintaktiese bewys vir “telic” telies gebeure in Sesotho gewoonlik die kenmerk van voltooidheid aktiveer wat die interaksie van tydsduur en ‘n verandering van toestand betrek. In teenstelling hiermee beoog hierdie tesis om te demonstreer dat die bestaan en toepassing van die duratiewe adverbiale aspek sintaktiese bewys verskaf vir “atelic” gebeure. Die argument vir die oorsake en dinamika van die “telic/atelic” digotomie, soos in hierdie studie benader, is gebaseer op deurslaggewende verskuiwings wat teweeggebring word deur òf voltooide òf duratiewe adverbiale aspekte wanneer hulle saam met situasionele tipes voorkom. / KGUTSUFATSO: Tshebediso ya aspekte Sesothong e sibollotswe ka moelelo o pharalletseng ho sebedisitswe moralo wa molawana o bontshang dikarolwana tse tharo tse fapaneng tsa kwahollopuo e leng: kahopolelo/sintheks, kahontswe/mofoloji, moelelo/ semanthiks. Tshebediso ya aspekte le lekgathe ke bothata bo teng ditlhalosong tsa kwahollopuo ya dihlopha tsa maetsi Sesothong. Bothata bona bo amana le dikarolo tse latelang: Lebaka ke hobane aspekte le lekgathe di thehilwe ho latela phapano ya tsona mekgahlelong ya Sesotho. Tabeng ya pele, boithuto bona bo hlahloba ka botlalo tshebediso ya kamano ya mantswe le dipolelo (morphosyntactic system) ho hlalosa lethathama la mekgahlelo e bontshang aspekte kwahollopuong, ho kenyelleditswe diaspkete tse bontshang phethahalo (Perfective) le tse sa bontsheng phethahalo (Imperfective). Phapano pakeng moelelo o bontshang phethahalo (Perfective) le tsa moelelo o sa bontsheng phethahalo (Imperfective) ke e nngwe e toboketswang ka hara boithuto bona e bile e na le mefuta e fapaneng ya lekgathe mmoho le dihlopha tsa maetsi a bontshang (ketso (activity), phihlello e bontshang nako e telele (accomplishment), phihlello e etsahalang ka potlako (achievement) le boemo (state)). Ka tsela ena dipotso tse tobaneng le ditshobotsi tsa lekgathe le aspekte Sesothong, e leng (i) mekgahlelo ya aspekte e fumanwang lethathamong la lekgathe Sesothong, (ii) mekgahlelong ya aspekte e fumanwang dipolelong tsa mahaelli/mathusi, le (iii) mohopolo wa tshebediso ya kamano e teng pakeng tsa aspekte le dihlopha tsa maetsi a yona a bontshang (ketso (activity), phihlello e bontshang nako e telele (accomplishment), phihlello e etsahalang ka potlako (achievement) le boemo (state)) Sesothong. Tabeng ya bobedi, boithuto bona bo hlalosa ka bophara moralo wa mohopolo o amanang le manollo ya: (i) kamano e teng pakeng tsa tshebetso ya aspekte Sesothong le dihlopha tsa maetsi le kwahollopuo ya aspekte Sesothong, (ii) kabo ya dihlopha tsa maetsi ho latela aspekte ya teng kwahollopuong le ho mahlalosi a bontshang nako (hora ekasitana le ka hora) mekgahlelong ya Sesotho, hammoho le (iii) sekgahla sa mekgahlelo ya dipolelwana tsa tlatsetso tse itseng tse bontshang ketso e tswellang pele kapa e phethahatsang ho latela sebopeho se ka hare sa nako sa dihlopha tsa maetsi. Boithuto bona bo fumane bopaki ba dipolelo Sesothong hore diketso tse totobatsang phethahatso ya ditshobotsi tsa moelelo wa ketso e hlalosang phetelo/qetelo Sesothong di kenyelleditse le tshebedisano pakeng tsa botswelli le phetoho ya boemo. Le ha ho le jwalo boithuto bona bo rerile ho senola boteng le tshebediso ya mahlalosi a nako (hora le ka hora) a bontshang botswelli mme a nehelana ka bopaki bo netefatsang ketso e sa phethahalang mme e ka ikemela ka boyona e se na pheletso kapa diphetoho moelelong. Boithutong bona, bo bontshitse mabaka a phapanyetsano tshebedisong a thehilweng hodima ho phethahala le ho se phethahale le ho ritsa ha moelelo ho bakwang ke mahlalosi a bontshang phethahatso le botswelli ha a hlahella hammoho le dipolelo tsa dihlopha tsa maetsi.