This thesis explores how language, identity and ethnicity are intertwined in the post-apartheid South African state by focusing on one particular language group, i.e. the isiZulu-speaking community of the Umlazi township. Drawing from general theoretical foundations in the field and sociohistorical considerations, the study explores empirically the significance and saliency of isiZulu in the life experience and identity negotiations of Umlazi residents. By juxtaposing the role and functions ofisiZulu with the economically hegemonic role of the English language, the social and cultural vitality of isiZulu is exposed. Using a triangulated approach, which combines quantitative and qualitative empirical methods, the study discusses subjective individual meanings and the involved emic categories, which guide the participants' understanding of who they are in relation to languages in the post-apartheid state. The study discusses how a sociolinguistic dichotomy between culturally and socially grounded identification processes and pragmatic and economically motivated ones manifests itself. The study reveals, inter alia, how language, i.e. isiZulu, is not only regarded as a cultural resource, but as a tool of identification that transcends the boundaries of race, class, religion and politics in a modern day township community. Furthermore, isiZuluspeakers' identities and ethnicities are first and foremost language-embedded, hence they are linguistically salient. It is argued that languages, i.e. isiZulu and English, are powerful devices that create boundaries, which consequently also divide the community. Finally, the researcher explores the implications of this study in the wider context of South Africa's sociolinguistic reality, and suggests that the promotion and development ofisiZulu is indeed a worthwhile undertaking in the democratic state. / Lolucwaningo olusekelwe ngezizathu ezitholakele ngendlela enzulu lubhekene nokuthola ukuthi ulwimu, ubunjalo bomuntu, kanye nobuzwe bakhe, kuvela kanjani njengengxenye yezinto eziwumphumela wobunjalo bezwe lase Mzansi Afrika emva kobandlululo. Lukwenza lokhu ngokuthi lugxile ohlobeni oluthile Iwabantu emphakathini okhuluma isiZulu wase Lokishini laseMlazi. Ngokucaphuna ezisekelweni zezinzululwazi ezithile emkhakheni wezifundo zocwaningo ngemphakathi nemilando yazo, lolucwaningo luhlola indlela oluballuleke ngayo ulwimi IwesiZulu ezimpilweni zabantu baseLokishini laseMlazi, nasezehlakalweni ezimpilweni zabo emizameni yokwakheka kobunjalo babo. Uma sibheka indawo nemisebenzi edlalwa ulimi IwesiZulu kolunye uhlangothi, kanye namandla olwimi IweSingisi kwezomnotho ngakolunye uhlangothi, kuyabonakala ukuthi amandla nokubaluleka kolwimi IwesiZulu emasikweni emiPhakathini alusebenzisayo kubekeka esimweni esingagwinyisi mathe impela. Ngokusebenzisa uhlobo locwaningo olubheka elukucwaningayo ngezingxenyeni ezintathu, bese luxuba nendlela yokucwaninga esebenzisa amanani abantu nezimpendulo eziphuma kubo qobo, lolucwaningo luhlaziya izindlela abantu abasebenzisa imibono yabo ekwakhekeni kobunjalo babo obuxubene nezinga lomnotho abakulo ngalesosikhathi, konke okugcina sekuholele abantu abayingxenye y a lolucwaningo bazibone ngendlela ethile engumphumela wokuthi baphuma ezweni ekade linobandluluo iminyaka eminingi. Lolucwaningo luhlola ukuthi ukungqubuzana phakathi kolwimi losiko olwakha ubunjalo babantu olukhulunywa emphakathi, kolunye uhlangothi, nezinto eziphathekayo ezihlangene nezomnotho, ngakolunye uhlangothi, kuziveza kanjani. Lolucwaningo luyaveza, phakathi kwezinye izinto, ukuthi ulwimi, lapha sikhuluma ngesiZulu, alubhekwa kuphela njengento esebenzela isiko, kodwa njengethuluzi elisebenza ekwakhekeni kobunjalo bomuntu okudlulela ngale kwemingcele yobuhlanga, yezinga lomnotho umuntu nomuntu akulo, inkolo umuntu akuyo, kanye nezepolitiki emphakathini wasemalokishini wanamuhla. Okudlulele, ubunjalo balabo abakhuluma ulwimi IwesiZulu nobuzwe babo ahlukene nakancane nolwimi Iwabo. Indlela ulwimi Iwabo olusebenza ngayo ichaza bona ukuthi bangobani. Lolucwaningo luthola nokuthi kukhona abagcizelelayo ukuthi izilimi isiZulu neSingisi ayizindlela ezinamandla ezakha imingcele egcina isihlukanise umphakathi waselokishini laseMlazi. Okokugcina, umcwaningi kulolucwaningo uhlola imiphumela yalokhu emiphakathini nasezilimini eniNingizimu Afrika iyonkana, bese ebeka imibono ethi ukuthuthukiswa nokuvuselelwa kolwimi IwesiZulu empeleni izinto ezidingekayo nezibalulekile ezweni lentando yeningi. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2006.

Core Self-Evaluations [CSE] are a person’s estimation of his/her own worth and ability (Judge & Scott 2009). This in turn, is related to Racial Evaluation which is a person’s internal evaluation of his/her racial identity (Diller, 2010). The Employment Equity Act (55 of 1998) makes provision for the employment of equity candidates who can acquire skills in a reasonable amount of time. This requires individuals to be able to learn and then achieve in outcomes-based assessment. Core Self-Evaluations and Racial Evaluation can have an impact on how individuals perceive themselves, and how they perform in education, training and development (Hanley & Noblit, 2009). This study explored the relationship between Core Self-Evaluation, Racial Evaluation, Learning and Outcomes-Based Assessment using an experimental design. The Core Self-Evaluation scores in this study (n=230) were consistent with levels found internationally (Broucek, 2005). There was positive Racial Evaluation, with a relationship existing between Racial Evaluation and Core Self-Evaluations. This means that part of a person’s identity as an individual is related to Racial Evaluation, with that Racial Evaluation being positive amongst young Zulu students at the University of Zululand. There was a statistically significant, but small correlation between Learning and Core Self- Evaluation and a relationship was also found between CSE and Outcomes-Based Assessment results. When Core Self-Evaluation is higher, Learning tends to be more likely. The same pattern does not hold for Outcomes-Based Assessment results. Among Zulu students, lower CSE is linked to improved Outcomes-Based Assessment results. Racial Evaluation has a small relationship with CSE. However, efforts to remedy apartheid may be directed towards socio-economic development and need not focus on boosting Racial Evaluation when it comes to young Zulu adults.

This dissertation explores the sociolinguistic dynamics and challenges facing African learners in some multiracial schools in KwaZulu-Natal in terms of their linguistic and cultural identities. It seeks to investigate the impact of schooling in multiracial schools on the identities of young Zulu speakers living in Sundumbili Township in Northern KwaZulu-Natal. Three formerly HOD schools in Stanger were identified as research sites, and 100 Grade 11 learners selected as respondents. Data was collected by a multi-method approach, through a written questionnaire, and through interviews with a sub-group of the respondents. Data analysis involved both qualitative and quantitative processes. The findings indicate that the learners investigated have responded to the challenges posed by their schooling in a multiracial environment by developing into bilingual speakers who are aware of the need to select their language according to the communicative needs of their context. They seem well able to shift from school to the township and vice versa. However it is clear that some are no longer fully proficient in isiZulu. At the same time, these learners still identify themselves as amaZulu, primarily on the basis of participating in Zulu cultural activities. The role of language in constituting Zulu identity appears to be receding: many respondents feel that speaking isiZulu is no longer essential to being amaZulu. These attitudes raise some concerns about the long-term maintenance of isiZulu. The thesis concludes with some recommendations aimed at enhancing the continued use of isiZulu. The Department of Education must ensure that all schools promote an additive form of bilingualism which will enable a child to develop in his/her mother tongue while getting exposure to an additional language. Furthermore economic value must be given to these African languages to enable learners to find meaning in studying and using them. Multiracial schools should celebrate diversity in both linguistic and cultural terms, and parents should come to accept the important roles that they need to play in this regard. / Thesis (M.A.)-University of KwaZulu-Natal, 2005.

In recent years there has been an increasing interest in the study of African popular arts and performance genres. In this study, I will focus on isicathamiya, a South African musical performance genre, and in particular the attempt of its practitioners to create new identities and a new sense of self through their own interpretation of the genre. This study will concentrate on the 'isicathamiya youth' in the semi-rural community of Emkhambathini (located about 30 kilometres east of Pietermaritzburg) and their strategies of self-definition in the New South Africa. Isicathamiya has strong roots in migrant labour and this has been the main focal point around which many researchers have concentrated. However, recent years have seen a movement of isicathamiya concentrated within rural and semi-rural communities such as Emkhambathini. The performers in these areas have a unique interpretation of the genre and use it to communicate their thoughts and identities to a diverse audience made up of young and old. In this study I will be looking at the 'isicathamiya youth' within three broad categories, the re-invention of tradition, the re-interpretation of the genre, and issues of masculinities. Each of these categories accounts for the three chapters within this study and serves to give a broad yet in-depth study of the 'new wave' of isicathamiya performers. The first chapter, entitled 'Traditional Re-invention', will deal with issues relating to the project of traditional 'redefinition' which the 'isicathamiya youth' are pursuing in Emkhambathini. I will show that tradition is not a stagnant concept, but is in fact ever-changing over time and place, a concept that does not carry one definition over an entire community. Through various song texts and frames of analysis I will attempt fto show how tradition is being used to further the construction of positive identities within Emkhambathini and give youth a place in Zulu tradition and in a multi-layered modernity. The second chapter will deal with how the 'isicathamiya youth' raise and stretch the boundaries of the genre in relation to a number of concepts. These concepts include topics of performance, women and popular memory and serve to give a broader view as to what the 'isicathamiya youth' are trying to achieve, namely a new positive self identity that seeks to empower the youth in the New South Africa. The last chapter will look at issues of masculinity and how the youth use different strategies to regain the masculine identities of their fathers and grandfathers and maintain patriarchal authority. Issues looked at within this chapter will include men's role within society and their perceptions of women. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

his dissertation examines representations of the Zulu in a variety of discourses. It also examines the role of black nationalisms in the construction of Zuluist discourse. The production of images of the Zulu began with the first Anglo-Zulu encounter in the nineteenth century. In 1879, the Anglo-Zulu War set a trend for image-making which was developed further in the twentieth century. The appearance of The Washing of the Spears and Zulu, initiated a chapter in the study of the Zulu which gave rise to publications that created startling mages of the Zulu. Despite the publication of the James Stuart Archive, as well as serious studies of the Zulu, authors continued to use the same popular interpretations of the Zulu. During the early twentieth century, the 'native question' dominated South African politics, while in the 1990s, political protest, conceptualised as aggressive marches by 'warriors' and tourism have been the major representations. / History / M.A. (History)

his dissertation examines representations of the Zulu in a variety of discourses. It also examines the role of black nationalisms in the construction of Zuluist discourse. The production of images of the Zulu began with the first Anglo-Zulu encounter in the nineteenth century. In 1879, the Anglo-Zulu War set a trend for image-making which was developed further in the twentieth century. The appearance of The Washing of the Spears and Zulu, initiated a chapter in the study of the Zulu which gave rise to publications that created startling mages of the Zulu. Despite the publication of the James Stuart Archive, as well as serious studies of the Zulu, authors continued to use the same popular interpretations of the Zulu. During the early twentieth century, the 'native question' dominated South African politics, while in the 1990s, political protest, conceptualised as aggressive marches by 'warriors' and tourism have been the major representations. / History / M.A. (History)