Thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy in African Languages in the Faculty of Arts at the University of Zululand, 2017. / Lolu cwaningo lunezahluko eziyisithupha: Isahluko sokuqala siyisethulo socwaningo. Sehlukaniswe izigatshana eziyisishiyagalombili. Isingeniso sethula amasiko esiZulu nendlela axoveke ngayo. Kunempikiswano nokungaboni ngaso linye esizweni ngamasiko. Phakathi kwalawo masiko okuphikiswana ngawo kuyabalwa nokuzila. Izimbangela zokulahleka kwamasiko ziningi. Enye yazo ukuncikana kwamaZulu nezinye izizwe. Enye yazo ukubuswa ngezinye izizwe ezinezinhloso ezishayisana nezesizwe samaZulu. Intshisekelo yocwaningo yadalwa ukuba umcwaningi athole ukuthi amasiko aphathelene nokuzila agcinwa ngezindlela ezahlukene. Kwenye inkathi lezi zindlela ziyashayisana. Inhloso enkulu ngalolu cwaningo ukuhlola ukuthi ukuzila kuyisiko noma umkhuba nje. Enye inhloso ukwethulela umphakathi imvulamehlo ngamasiko, ikakhulukazi awokuzila. Umklamo wocwaningo umayelana namasiko lapho kuzilwa khona. Kuphawuliwe ngokuzilela ukufa ngaphambi nangemuva komngcwabo. Ibaluliwe imigonqo ngokwahlukana kwayo. Ucwaningo lwenziwe ikakhulukazi eMbumbulu. Lokho akumvimbanga nokho umcwaningi ukuba aye nakwezinye izindawo. Ukuzila yisiko lesizwe sonke ngakhoke umklamo ngokwendawo yokuqhuba ucwaningo uvulekile. Isahluko sesibili sehlukaniseke iminxa emibili emikhulu. Kuchazwe amagama asetshenziswe ocwaningweni. Kufakwane umlomo nawongoti abehlukene. Kukhulunywe nawongoti abanolwazi lwasesikoleni ngobugugu namasiko. Abanye babo bafundisa kwaNgqondonkulu. Iningi labo lifundisa isiZulu nobugugu. Kuthintwe ongoti abathintana ngqo nokuzila. Izinyanga nezangoma zinolwazi oluthe thuthu ngemigonqo nokunye okwenziwa ngamathwasa. Kuthintwe ngisho abaholi bamabandla. Isizathu esimqoka salaba baholi ukuthi amakholwa angamaKhristu ayabaleka ekuphikeni amasiko. vi Isahluko sesithathu sicacisa ngezindlela zokuqhuba ucwaningo. Kumele kucace ukuthi umcwaningi uluthola kanjani ulwazi. Usebenzise izincwadi azithola emitapweni yezincwadi. Ufunde amaphephandaba. Ulalele imisakazo. Ubuke umabonakude. Ufunde imiqulu yabanye abacwaningi asebecwaningile ngamasiko esiZulu. Kubhekwe nezinsizakuhlaziya ezintathu ezihambisana nokuzila esiZulwini. Isahluko sesine singokuzilela isifo. Kukhulunywe ngokukhala lapho kufiwe. Ukuhambelana lapho kufiwe kwenzeka kusaphalalwe umkhosi ngesifo, kwenzeke nasemuva komngcwabo. Ukuzila kwehlukene ngemikhakha. Kuyenzeka kuqalwe kusagulwa. Kuyashiyana ukuzila kwamalungu omndeni. Abafelokazi bazila isikhathi eside kunawo wonke amalungu omndeni. Amadoda avamise ukuzila ngenhliziyo. Esinye sezizathu zokuzila kwawo ngenhliziyo ukuba nesithembu. Umnumzane onesithembu akakwazi ukuzilela lo oshonile bebe besaphila abanye. Isahluko sesihlanu sididiyele ukugonqa nokugoya. Kwehlukanisiwe ukugonqa nokugoya. Ukugoya kwenziwa umalokazane emveni kokuchanguza emzini. Ukugonqa imikhuleko lapho kuthonjiswa khona izingane, kwemuliswa, ngomncamo nangomkhehlo. Umgonqo othe ukwehluka ngowamathwasa. Ukugonqa okuningi kulapho kukhuliswa khona izingane. Zigonqa kakhulu nakaningana izingane ezingamantombazane kunezingabafana. Isizathu salokhu ukuthi umuntu wesifazane nguyena oqiniswayo. Uneqhaza elikhulu emasikweni esiZulu. Yibona abesifazane abalinda isidumbu ubusuku nemini. Banenimba nesineke sokukhulisa izingane. Banesineke sokweluleka izingane ngakho-ke kumele bawulungele lo msebenzi wokwakha isizwe. Yibona abesifazane abathwala izingane izinyanga eziyisishiyagalolunye.

isiZulu text / Esahlukweni sokuqala, besingenisa ucwaningo lonkana futhi sethula nenjongo yalolu cwaningo ukuze ofundayo asheshe abe nesithombe ngokuzolandela ezahlukweni ezilandelayo. Sizamile ukuveza isisekelo nokubaluleka kwalolu cwaningo njengoba sivezile ukuthi isicwaningwe kakhulu imibhalo yabesilisa ngakho-ke sizoke sibheke eyabesifazane neyabesilisa sicubungula ukuthi yibaphi abethula abalingiswa besifazane kangcono kunabanye. Sibe sesibheka nezindlela zokuhluza imibhalo. Kuso lesi sahluko sethule isakhiwo socwaningo lapho siveze zonke izahluko nokuthi yini umongo wesahluko ngasinye. Esahlukweni sesibili, bese singena-ke sigxila kuzo izindlela zokucubungula imibhalo ezikhethelwe lolu cwaningo. Kulolu cwaningo sigxile kakhulu kuyiwumanizimu nesemiyothikhi. Sizichazile-ke lezi zindlela zokucubungula imibhalo. Isemiyothikhi inezimpawu eziningi ezithinta abalingiswa emibhalweni esiyivezile sayichaza kafuphi. Esahlukweni sesithathu, sibe sesiqala wona umshikashika wokucubungula imibhalo engamanoveli ebhalwe ngabesifazane. Kuningi ebe kade singakubheka emanovelini kodwa ngoba injongo yalolu cwaningo lwethu ukubheka ukuthi abesifazane bethulwe kanjani nezinto ezibathintayo sisebenzise izimpawu ezimbalwa. Sibone kuzosiza ukuqale siyifingqe indaba yonke bese sidingida lezo zinto esizibone zithinta abesifazane enovelini. Esahlukweni sesine, sicubungule amanoveli abhalwe ngabesilisa ngenhloso yokuthola ukuthi bavezwe kanjani abesifazane ngababhali besilisa. Besifisa ukubona ukuthi ukonakala okuye kuvezwe ngabesilisa emibhalweni ngabesifazane kukuliphi izinga. Esahlukweni sesihlanu, bese sisonga, sincoma sibuka esikwenzile esahlukweni ngasinye. Kubuye kwabaluleka ukuba sibheke ukuthi empeleni yibaphi ababhali phakathi kwabesifazane nabesilisa abaveza abalingiswa besifazane kangcono sisho nezizathu ezenza sithi uhlobo lwababhali oluthize lubethula kangcono abalingiswa besifazane. Ake sijeqeze kancane khona ukwethulwa kwabalingiswa sesisonga lolu cwaningo lwethu. / Chapter 1 is introducing the research and introduces its aim so that it could be easy for the reader to depict what the whole study will be about. This chapter has also laid the background to the study as it has been said that lot of research has been done with books written by males. The focus will be on both male and female writers trying to find out who portrays female characters better. We therefore looked at the ways of analyzing literature and the structure and the gist of each chapters. Chapter 2 we engaged in theory or the ways of analyzing literature that is used in this research. The study will mostly embark on womanism and semiotics which have been described. Chapter 3 focuses on analyzing novels written by female writers Msimang Nelisile, Shange Maphili, Langa Zakithi and Zulu Nelisiwe. The focus is on the women portrayal. The chapter starts with a summary. Chapter 4 has its focus on analyzing novels written by male writers Molefe Lawrence and Wanda Mjajisi. The aim was also to find out how women are portrayed by male authors. We wanted to find out the extent of the corruption of female characters as portrayed by males in their literature. Chapter 5 this chapter summarizes and appreciates what has been done in other chapters. There was also a need to compare between the male and female writers, who portrayed females better than the other and give reasons for that judgment. / African Languages / M.A. (African Languages)

isiZulu text / Esahlukweni sokuqala, besingenisa ucwaningo lonkana futhi sethula nenjongo yalolu cwaningo ukuze ofundayo asheshe abe nesithombe ngokuzolandela ezahlukweni ezilandelayo. Sizamile ukuveza isisekelo nokubaluleka kwalolu cwaningo njengoba sivezile ukuthi isicwaningwe kakhulu imibhalo yabesilisa ngakho-ke sizoke sibheke eyabesifazane neyabesilisa sicubungula ukuthi yibaphi abethula abalingiswa besifazane kangcono kunabanye. Sibe sesibheka nezindlela zokuhluza imibhalo. Kuso lesi sahluko sethule isakhiwo socwaningo lapho siveze zonke izahluko nokuthi yini umongo wesahluko ngasinye. Esahlukweni sesibili, bese singena-ke sigxila kuzo izindlela zokucubungula imibhalo ezikhethelwe lolu cwaningo. Kulolu cwaningo sigxile kakhulu kuyiwumanizimu nesemiyothikhi. Sizichazile-ke lezi zindlela zokucubungula imibhalo. Isemiyothikhi inezimpawu eziningi ezithinta abalingiswa emibhalweni esiyivezile sayichaza kafuphi. Esahlukweni sesithathu, sibe sesiqala wona umshikashika wokucubungula imibhalo engamanoveli ebhalwe ngabesifazane. Kuningi ebe kade singakubheka emanovelini kodwa ngoba injongo yalolu cwaningo lwethu ukubheka ukuthi abesifazane bethulwe kanjani nezinto ezibathintayo sisebenzise izimpawu ezimbalwa. Sibone kuzosiza ukuqale siyifingqe indaba yonke bese sidingida lezo zinto esizibone zithinta abesifazane enovelini. Esahlukweni sesine, sicubungule amanoveli abhalwe ngabesilisa ngenhloso yokuthola ukuthi bavezwe kanjani abesifazane ngababhali besilisa. Besifisa ukubona ukuthi ukonakala okuye kuvezwe ngabesilisa emibhalweni ngabesifazane kukuliphi izinga. Esahlukweni sesihlanu, bese sisonga, sincoma sibuka esikwenzile esahlukweni ngasinye. Kubuye kwabaluleka ukuba sibheke ukuthi empeleni yibaphi ababhali phakathi kwabesifazane nabesilisa abaveza abalingiswa besifazane kangcono sisho nezizathu ezenza sithi uhlobo lwababhali oluthize lubethula kangcono abalingiswa besifazane. Ake sijeqeze kancane khona ukwethulwa kwabalingiswa sesisonga lolu cwaningo lwethu. / Chapter 1 is introducing the research and introduces its aim so that it could be easy for the reader to depict what the whole study will be about. This chapter has also laid the background to the study as it has been said that lot of research has been done with books written by males. The focus will be on both male and female writers trying to find out who portrays female characters better. We therefore looked at the ways of analyzing literature and the structure and the gist of each chapters. Chapter 2 we engaged in theory or the ways of analyzing literature that is used in this research. The study will mostly embark on womanism and semiotics which have been described. Chapter 3 focuses on analyzing novels written by female writers Msimang Nelisile, Shange Maphili, Langa Zakithi and Zulu Nelisiwe. The focus is on the women portrayal. The chapter starts with a summary. Chapter 4 has its focus on analyzing novels written by male writers Molefe Lawrence and Wanda Mjajisi. The aim was also to find out how women are portrayed by male authors. We wanted to find out the extent of the corruption of female characters as portrayed by males in their literature. Chapter 5 this chapter summarizes and appreciates what has been done in other chapters. There was also a need to compare between the male and female writers, who portrayed females better than the other and give reasons for that judgment. / African Languages / M.A. (African Languages)

Abstract in English, Zulu and Sesotho / The study set out to investigate the state of teacher-learner relationships in a culturally diverse Grade 10 classroom from a social wellness perspective. The views of teachers and learners who were purposively sampled as study participants were explored on issues relating to the phenomena under study. A triple integrative theoretical lens comprising three theories, namely, Ubuntu theory, the self-system theory and the social wellness theory were used to guide this study. These theories collectively view the social system as influencing individuals’ attitudes, beliefs, feelings, and relationships with others, and as determining individuals’ development of the total self and identity, ultimately. The study is qualitative in nature and hence employed the interpretivist paradigm as well as the case study design. The case was a multicultural secondary school located in Gauteng Province, South Africa. Data were collected from participants using an open-ended questionnaire and structured interviews. Data collected through the open-ended questionnaire were analysed using Creswell’s (2009) sequential steps for data analysis, while data from structured interviews were analysed through Tesch’s (1990) steps of data analysis. Analysed data was interpreted from the participants’ viewpoint and discussed in relation to related literature. Several themes were identified from the analysed data and these answer the research questions. Generally, the findings reveal that in the case school, the teacher-learner relationship is positive, and that the cultural diversity in the school is recognised, acknowledged, valued, and embraced. Basically, the case school embraces the values of Ubuntu. The researcher managed to generate a new theory called the ‘Self with Others Wellness Theory, derived from the study’s findings which embraces the African values of Ubuntu. Therefore, the study contributes and adds to existing theory, and is valuable for guiding and informing policy. The study also therefore adds value to the practice of education and other disciplines to which it is applicable. / Ucwaningo lolu luqonde ukuhlaziya isimo sobudlelwano bothisha nabafundi bebanga leshumi abanamasiko ahlukile egumbini labo lokufundela esifundazweni saseGauteng. Imibono yothisha neyabafundi ababambiqhaza ocwaningweni bekhethwe ngokwenhloso iye yahlolwa, yaphenyisiswa ngokuphathelene nobudlelwano babo basegumbini lokufundela. Uhlaka oluhlangene lwemibono olunemibono emithathu lusetshenzisiwe kwaba yilo oluqondisa lolucwaningo. Loluhlaka lwemibono ehlangene lugoqela umbono woBuntu, uhlelo lokuzenzela kanye nempilo yenhlalo. Imibono le yomithathu ithi inkolelo yabantu, isimo sabo sengqondo nemizwa yabo kuthuthukiswa luhlelo lwezenhlalo. Ephenyweni lolu kusetshenziswe ucwaningo lokuqonda yingakhonje kuye kwasetshenziswa futhi neparadigm yomhumushi kunye nomklamo wesifundo sesigameko. Isigameko sesifundo yisikole samabanga aphezulu esinabafundi nothisha abanamasiko ahlukile esifundazweni saseGauteng, eMzansi Africa. Imininingo yophenyo yathathwa kwababambiqhaza ocwaningweni kusetshenziswa uhla lwemibuzo evulekile kunye nezingxoxo ezihlelekile ezinemibuzo evulekile. Indlela ka Creswell (2009) yokuhlaziya imininingo yophenyo yasetshanziswa ukuhlaziya imininingo yophenyo eyaqoqwa kusetshenziswa uhla lwemibuzo evulekile; ikanti imininingo yocwaningo eyaqoqwa kusetshenziswa izingxoxo ezihlelekile ezinemibuzo evulekile yona yahlaziywa kusetshenziswa indlela ka Tesch (1990) yokuhlaziya imininingo yophenyo. Imininingo yocwaningo ehlaziyiwe yaxoxwa yabuye yachazwa ngendlela ababambiqhaza ocwaningweni abayibona ngayo, yasisekelwa yimibhalo yabacwaningi bangaphambilini. Imibono embalwa yavela kumininingo yophenyo ehlaziyiwe, kanti lemibono izimpendulo kwimibuzo yocwaningo loluphenyo oluqonde ukuyiphendula. Jikelelenje, kutholakala ukuthi ubudlelwano phakathi kothisha nabafundi egumbini lokufundela esikoleni sesigameko buhle, nokuthi futhi ukwehluka kwamasiko kulesikole kuyabonakala, kuyavunywa, kuyamukelwa ikanti njalo kuyabalulekiswa. Kuye kwavelake futhi kuloluphenyo ukuthi isikole sesigameko siyabubalulekisa Ubuntu. Umcwaningi wenelisile ukwakha umbono esebenzisa impumela yalolucwaningo wawubiza ngokuthi yi ‘African Self with others wellness theory’, okuchaza ukuthi mina nabanye kumele siphilisane njalo sihlalisane kahle. Lokhu kuyingxenye yobuntu. Lolucwaningo luyelwengeza imibono ekhona ngakhoke lubalulekile futhi luyakwazi ukwazisa inqubomgomo. Lolucwaningoke luyawuphakamisa umkhuba wezemfundo kunye neminye iminyango ehambisana nawo. / Peyakanyo ya dipoelo tša dinyakišišo tše tša thutho e tšweleditšwe go nyakišiša seemo sa phedišano magareng ga morutwana le morutiši ka phaphušing ya bolesome yeo e swerego bana bao ba tšwago ditšong tše di fapanego, gagologolo go lebedišišwa phedišano go ya ka maitswaro a botho. Mebono ya barutwana le barutiši e šomišitšwe bjalo ka mohlala go bakgatha tema mo dinyakišišong tše, go lekodišišwa ditabanatabana tšeo di sepelelanago le peyakanyo ya mongwalo wo. Setšweletšwa sa go bonagatša sa mmono seo se hlagišago ke megopolo e meraro yeo e kopanego, se šomišitšwe go hlahla peyakanyo ya mongwalo wo e le ge gothwe ke mogopolo wa botho, mokgwa wo motho a ipotšago ka gona le boemo ba tšhumišo ya botho bathong. Megopolo ye e tšweletša mokgwa wo re phelago ka gona, go na le seabe mo go fekeetšeng mokgwa wa motho, maitshwaro a motho, maikutlo a motho le go phedišana le ba bangwe e bile go bonagatša tswelopele ya motho gore ke mang ge se a feleletše ka bo yena go fihla bofelong. Peyakanyo ya mongwalo wo e tšweletšwa gabotse ke tlhago, e šomišitše mekgwana ya go hlalosa ka setlwaedi e le ka mokgwa wo mongwalo wo o kgabišitšwego ka gona. Tirelo ya mongwalo wo e diretšwe mo sekolong sa bana ba batšwago ditšong tše fapanego, gona Provenseng ya Gauteng, Afrika borwa. Kgoboketšo ya ditaba e humanwe gotšwa dipoledišanong tše beyakantšweng le mekgwana yeo e šomišiwago go botšišana ka go lokologa mo bakgathatemeng. Kgoboketšo ya ditaba tšeo di tšwago go wona mokgwa wa go botšišana ka go lokologa, dilekodišitšwe e le ge go berekišitšwe mokgwa wa tekodišišo ya kgato ka kgato ka go latelelana ya go lekodišiša ya Creswell (2009), mola kgoboketšo ya ditaba tšeo di tšwago go poledišano tšeo di beyakantšwego di lekudišišitšwe ka mokgwa wa tekudišišo ya dikgato ya Tesch (1990). Tekodišišo ya ditaba e be e lebeletše gagolo mebono ya bakgathatatema gammogo le go boledišana ga bona mo mongwalong wo. Tlhogo ya ditaba e bile ya lemogiwa gotšwa go ditekedišišo tšeo di dirilwego e le ge di araba dipotšišo mo dinyakišišong tše. Ka kakaretšo go humanegile gore maitshwaro a morutiši le morutwana ke a mabotse ka maatla e bile le ditšo tše fapanego di ya kgona go lemogiwa, di amogelegile, di dumeletšwe, e bile di ya hlomphiwa le go ratiwa. Gabotse mongwalo wo o kgantšha maemo a godimo a botho bathong. Monyakišiši wa tša dipuku o kgonne go tšweletša mogopolo o moswa wo o bitšwago gore ‘’Motho ke Motho ka Batho’’ e le ge o etšwa dinyakišišong tše humanegilego tša go kgantšha botho ba Mafrika bathong. Peakanyo ya mongwalo woo e ba le seabe le go oketša megopolo yeo e bego e le gona, e bile e bohlokwa go šomišwa go hlahla le go beya melao yeo go ka phelwago ka yona. Peakanyo ya mongwalo wo e oketša mokgwa woo thuto le mekgwa ye mengwe e mebotse e tšwelelago ka gona. / Psychology of Education / Ph. D. (Psychology of Education)