Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study analyses three plays by Romanian author, Matei Vişniec, namely Richard III n’aura pas lieu, Le Roi, le rat et le fou du Roi, et L’Histoire du communisme racontée aux malades mentaux. The study begins with a discussion of the author’s particular personal, historical and literary circumstances in order to contextualise his use of intertextuality and the fictionalisation of writers to whom he pays homage in his plays. It seeks to further analyse the way in which these various contexts provide the author with a unique authority and insight to speak on notions of freedom. Through close readings of the given texts, we analyse Vişniec’s use of various techniques such as parallel monologues, characters as mouthpieces, the repetition of phrases, and silence in order to demonstrate the breakdown in communication that penetrates his plays. In a communist context, the study recognises that verbal denunciation is not an effective means of protesting the oppression often experienced in totalitarian or dictatorial regimes. If verbal communication is not an effective means of protesting the horrors of such a regime, the study seeks to determine whether staged theatre could fulfil this role. The study notes that leaders in totalitarian regimes have often used theatre as a propaganda tool in order to further their own agendas. Similarly, we suggest that theatre could be an alternative means of communication in the hands of the oppressed. The study shows that the public and unifying character of theatre allows it to influence reality and thereby become a means of denunciation, a weapon of the struggle for freedom. Finally, we discuss the complex relationship that exists between man and freedom. The study distinguishes between political or external freedom and metaphysical or internal freedom. We posit, along with Jean-Paul Sartre and Erich Fromm, that freedom is accompanied by responsibility and a profound existential angst. Man is unable to bear this burden and as such, he willingly loses his freedom in order to seek it once more. This perpetual search for freedom becomes a vicious circle from which man tries endlessly to escape. In conclusion, the study demonstrates how Matei Vişniec himself experiences this vicious circle of freedom: having escaped the oppression of the Romanian communist regime, the author finds himself oppressed once again under the democracy of France, his country of exile. / FRENCH ABSTRACT: Résumé: Cette étude se penche sur une analyse de trois pièces de l’auteur roumain, Matei Vişniec : Richard III n’aura pas lieu, Le Roi, le rat et le fou du Roi, et L’Histoire du communisme racontée aux malades mentaux. L’étude débute avec une discussion des circonstances personnelles, historiques et littéraires de l’auteur afin de contextualiser son usage de l’intertextualité et de la fictionnalisation des écrivains à qui il rend hommage dans ses pièces. Nous analysons comment tous ces contextes lui fournissent une autorité singulière pour parler de la liberté. Par le biais de lectures approfondies nous analysons quelques techniques dont se sert Vişniec telles que les monologues parallèles, les personnages porte-paroles, la répétition des phrases et le silence afin de démontrer la crise de la communication verbale qui envahit ses pièces. Dans le contexte du communisme, nous déduisons que la dénonciation verbale n’est pas un outil efficace pour lutter contre l’oppression vécue sous un régime totalitaire ou dictatorial. Si la communication verbale n’est pas un moyen efficace pour protester contre les injustices d’un tel régime, nous nous demandons si le théâtre peut servir ce but. Nous remarquons que dans les régimes totalitaires, le théâtre a souvent été utilisé comme arme de propagande par les dirigeants et nous suggérons qu’il peut également servir les buts des opprimés comme moyen alternatif de communication. Le théâtre, de par sa nature publique et unificatrice, possède la capacité d’intervenir dans la réalité courante et il devient ainsi dénonciateur et arme de libération. Finalement, nous discutons la relation qu’entretient l’homme avec la liberté. Nous faisons une distinction entre la liberté politique ou extérieure, et la liberté métaphysique ou intérieure. Comme Jean-Paul Sartre et Erich Fromm, nous postulons que la liberté est accompagnée de la responsabilité et d’une angoisse existentielle profonde. Incapable de supporter ce fardeau qui lui incombe, l’homme perd volontiers sa liberté afin de recommencer à la chercher. Cette quête perpétuelle de la liberté devient un cercle vicieux auquel l’homme essaie de s’échapper. Pour conclure nous démontrons comment ce cercle vicieux se manifeste dans la vie de Matei Vişniec qui, ayant échappé à l’oppression du régime communiste en Roumanie, éprouve de nouveau des sentiments d’oppression sous la démocratie en France, son pays d’exil.

Thesis (MA (Modern Foreign Languages))--University of Stellenbosch, 2009. / The noticeable popularity of contemporary German novels set in Africa, as well as the many similarities between these novels, provided the cause for this investigation. Especially the large number of autobiographies, biographies, novels, television productions and films featuring a white female protagonist raised some questions regarding the cause of the popularity of this character. The aim of this thesis is to try and answer some of these questions based on a close analysis of two particular female characters in two contemporary German novels set in Africa. A short overview of the research done on popular fiction, colonial German literature and the history of the white woman in Africa in literature will be given. Theoretical points of departure involve a discussion of the aims and effects of popular fiction in general, as well as a look at how German colonial Fantasies, as found in colonial Literature, are being propagated by contemporary Literature set in Africa, specifically with regard to the representation of the white female Protagonist. Further theoretical background will be provided by a brief appraisal of Gender Studies and Postcolonial Studies. Furthermore, a considerable part of the research for this thesis involved the reading of several contemporary popular German novels. Ein Land, das Himmel heißt (2002) by Stefanie Gercke and Die weiße Jägerin (2005) by Rolf Ackermann were selected as prime examples for closer analysis. In this thesis the two female protagonists of the selected novels, Jill Court and Margarete Trappe, will be analysed in order to identify and interpret a pattern followed in the representation of the white female protagonist in Africa in general. A central aspect of the depiction of this protagonist is her ability to cross boundaries between stereotypical representations of both masculinity and femininity. Therefore, she is a versatile character, allowing a large number of readers to identify with her. However, her capacity to cross such boundaries is limited to a certain extent and she never oversteps the boundaries far enough in order to surpass her lover when it comes to strength, knowledge, and maturity. The conclusion of this study is that both the versatility and the limitations of this protagonist explain her immense popularity as a new literary stereotype.

Thesis (MA (Modern Foreign Languages))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The publication in 1983 of Medhi Charef’s novel Le thé au harem d’Archi Ahmed marked the beginning of Beur literature, a collection of narratives concerning the lives of individuals of North African origin in the French suburbs. The term “beur”, derived from the double inversion of the word “arabe”, would become synonymous with “Maghrebians” and be used to define a cultural movement claiming its uniqueness. Beur writers or those who make use of Beur heroes in their novels reveal, often in autobiographical form, the daily experiences of a marginalized minority living in identical socio-economic conditions, which are sources of conflicts, whether latent or manifest, with the dominant culture. The sensitivity of Beur writers as manifested in their writings enables us to obtain images of the lives of people living in shantytowns or the large conglomerations on the outskirts of French cities. However, this literature provides more than just a simple description of context or situation, since it also contains the verdict of young Beurs on the legitimacy of the established social order and their strategies to transform or to adapt to this order. Work, home, school, politics or affective relations are concrete examples of areas where the individual is faced with an established system of values and norms, inequality of resources and convergent or divergent interests that need to be taken into account during the process of exchange in order to satisfy his/her needs. In this interdisciplinary research we apply the sociological concepts of exchange and conflict theory in order to disclose the strategies used by characters in Beur novels to adapt or free themselves from given conditions of exchange and power configurations on different social markets of exchange.

Thesis (MA (Modern Foreign Languages))--University of Stellenbosch, 2009. / The Deutsche Chronik, a nine volume family saga by the German author Walter Kempowski (1929 – 2007) modelled on Kempowski’s own family parallels the travails of a people seeking to wrench themselves loose from a past that is however always present. In this analysis, two of the novels of these chronicles of the Rostock middle class will be studied according to their portrayal of the question of German guilt. Thus far in secondary literature, the question of Kempowski’s portrayal of guilt in his novels has only been sparsely dealt with. The novel Tadellöser and Wolff (1971) in which the setting is the port city of Rostock in the Second World war and Uns geht’s ja noch gold (1972) in which the post-war years under soviet occupation are detailed lend themselves to an analysis of the question of guilt, as they cover a time period in German history (1939 – 1948) which is decisive in its examination. In this analysis, the question of guilt in the two novels by Kempowski will be examined according to a theoretical framework presented by two important studies on the question of guilt in Germany, firstly the study Die Schuldfrage. Ein Beitrag zur deutschen Frage (1946) by Karl Jaspers and secondly Der lange Schatten der Vergangenheit (2006) by Aleida Assmann.

Ce travail a pour objet, dans un premier temps, de mettre en relation l’évolution de l’enseignement-apprentissage des langues à un jeune âge en Angleterre et en France depuis les années soixante jusqu’à aujourd’hui. Cette mise en relation s’inscrit elle-même dans la perspective ouverte par les travaux des instances européennes (en particulier le Conseil de l’Europe) dans le domaine des langues sur la même période. L’impact de la publication du Cadre Européen Commun de Référence pour les Langues sur les systèmes nationaux de part et d’autre de la Manche est ensuite examiné et situé sur les plans politique, idéologique et didactique, nous permettant de dégager un certain nombre de décalages dans les modes d’appropriation des recommandations européennes d’une part, et, d’autre part, dans la conception des ressources pédagogiques, notamment en ce qui concerne l’évaluation. Dans un troisième temps, une étude empirique conduite à l’aide d’entretiens et de questionnaires auprès des acteurs de terrain (étudiants, enseignants débutants, enseignants confirmés) nous permet de proposer des pistes d’interprétation sur le sens à donner aux orientations nationales anglaise et française dans le cadre d’une didactique du plurilinguisme. / This research aims to draw a link between the evolution of early language teaching and learning in England and in France from the sixties up to the present time. This evolution is examined in the light of the work done by European organisations (the Council of Europe in particular) in the field of languages. The Common European Framework of Reference for Languages is scrutinised with regard to its impact on both the English and French systems of Education, allowing us to identify a few differences in the way the two countries interpret European recommendations and incorporate them into classroom resources, especially concerning assessment and self-assessment. In the third part, an empirical study based on interviews and questionnaires and conducted with student teachers and teacher trainers allows us to suggest a few keys to understanding the meaning of national orientations both in England and in France in the wider perspective of a didactics of plurilingualism.

Submitted by Oliveira Gabrig (igoliveira@id.uff.br) on 2017-06-13T18:09:47Z No. of bitstreams: 1 REVISÃO ANA LARGHI - VERSAO FINAL - TESE DOUTORADO FINAL XOÁN MAIO de 2017 VERSÃO FINAL.pdf: 3055053 bytes, checksum: b450aa6bf85dd71ee662f8812d9fc2b1 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-06-19T14:33:02Z (GMT) No. of bitstreams: 1 REVISÃO ANA LARGHI - VERSAO FINAL - TESE DOUTORADO FINAL XOÁN MAIO de 2017 VERSÃO FINAL.pdf: 3055053 bytes, checksum: b450aa6bf85dd71ee662f8812d9fc2b1 (MD5) / Made available in DSpace on 2017-06-19T14:33:02Z (GMT). No. of bitstreams: 1 REVISÃO ANA LARGHI - VERSAO FINAL - TESE DOUTORADO FINAL XOÁN MAIO de 2017 VERSÃO FINAL.pdf: 3055053 bytes, checksum: b450aa6bf85dd71ee662f8812d9fc2b1 (MD5) / O presente estudo propôs investigar como a implementação do Currículo Mínimo na rede Estadual de Educação do Rio de Janeiro veio afetar e/ou modificar o trabalho realizado pelos professores de Línguas Estrangeiras Modernas no Ensino Médio. O objetivo geral do trabalho foi compreender a importância das ações de poder no processo educacional, através de medidas, como a introdução do Currículo Mínimo de línguas estrangeiras modernas, utilizado em contexto formal na rede Estadual. A educação no Estado do Rio de Janeiro vem passando por mudanças significativas, desde 2011, através do processo de reestruturação que impulsionou a Secretaria Estadual de Educação a estabelecer metas e adotar ações em conjunto com a política curricular, a fim de monitorar e avaliar o desempenho das escolas. Implantado em 2012 pela SEEDUC/RJ, o Currículo Mínimo, uma das ações propostas, veio servir de base curricular para as escolas da rede Estadual. Como aportes teóricos para a elaboração da investigação, foram adotados estudos sobre o campo do currículo e sobre a representação social dos professores de línguas do Ensino Médio. Optamos por Calvet (2007), Del Valle (2007), Ninyoles (1989), Lagares (2010), além dos documentos oficiais: Lei de Diretrizes e Bases da Educação, PCN (1998, 1999) e OCEM (2006), Currículo Mínimo de Língua Estrangeira da Secretaria Estadual de Educação (2012). Como referências básicas para a investigação sobre currículo, as obras de Apple (2001), Sacristán (2008), Lopes (1999) e Silva (2005); como referência para a Teoria da Representações Sociais, Moscovici (2015). O método utilizado foi de base qualitativa realizado através de observações em locus, análise das evidências, precedido de entrevistas semiestruturadas analisadas à luz da Teoria das Representações Sociais. Os participantes foram professores de língua estrangeira, de duas escolas estaduais, da cidade de Paraíba do Sul/RJ, no ano de 2015. A partir da análise das entrevistas, foram relacionadas as palavras citadas maior número de vezes ou palavras mais citadas – Atividade(s); Realidade; Conteúdo(s); Cultura; aos termos indutores – Currículo Mínimo/Língua Estrangeira – Prática docente. Em seguida, os dados foram categorizados, e os resultados apontaram que, embora os professores concebam o Currículo Mínimo como uma política pertinente ao contexto do Estado do Rio de Janeiro, consideram que o documento necessita atender às particularidades de cada realidade educacional. Sugeriram modificações no documento e demonstraram insatisfação com a obrigatoriedade. A investigação concluiu que houve adoção por parte dos professores, mas não houve aceitação plena, pois entendem que a participação efetiva dos professores na elaboração do documento seria importante para se sentirem representados na base curricular implantada. Assim, concebe-se neste estudo que as propostas educacionais precisam ser repensadas, avaliadas e possam tornar-se representativas para a educação e em consonância com os princípios da democracia, da justiça social e da igualdade. Esta pesquisa se insere em contextos de análise das políticas linguísticas e públicas direcionadas ao processo de ensino/aprendizagem de línguas estrangeiras / The present study proposed to investigate how the implementation of the Minimum Curriculum in the State of Rio de Janeiro Education Network has affected and/or modified the work done by High School Modern Foreign Languages teachers. The general objective of this work was to understand the importance of power actions in the educational process, through measures, such as the introduction of the Modern Foreign Languages Minimum Curriculum, used in formal context in the State network. The State of Rio de Janeiro Education has undergone significant changes since 2011 through the restructuring process that has prompted the State Department of Education to set goals and adopt actions in conjunction with the curricular policy in order to monitor and evaluate school performance. The Minimum Curriculum was implemented in 2012 by SEEDUC/RJ as one of the proposed actions and has served as a curricular basis for the schools of the State network. Studies on the curriculum field and on the social representation of High School foreign language teachers were adopted as theoretical contributions for the elaboration of the research. We chose of Calvet (2007), Del Valle (2007), Ninyoles (1989), Lagares (2010), in addition to official documents: Lei de Diretrizes e Bases da Educação, PCN (1998, 1999) e OCEM (2006), Currículo Mínimo de Língua Estrangeira da Secretaria Estadual de Educação (2012). As basic references for curriculum research, the works of de Appel (2001), Sacristán (2008), Lopes (1999) and Silva (2005). As a reference for the Theory of Social Representations, Moscovici (2015). The method used was qualitative, based on observations in locus, analysis of the evidences, preceded by semi structured interviews analyzed in light of the Social Representations Theory. Participants were foreign language teachers, from two State schools, in the city of Paraíba do Sul/RJ, in the year 2015. From the analysis of the interviews, the most often words quoted were numbered - Activity(ies); Reality; Content(s); Culture; regarding the inductive terms - Minimum Curriculum/Foreign Language - Teaching practice. The data were then categorized and the results showed that, although teachers conceive of the Minimum Curriculum policy as pertinent to the context of the State of Rio de Janeiro, they consider that the document needs to take into account the particularities of each educational reality. They suggested changes in the document and demonstrated dissatisfaction with the obligatoriness. The research concluded that there was adoption by teachers, but there was no full acceptance, because they understand that the effective participation of teachers in the preparation of the document would be important for them to feel represented in the curriculum implanted. Thus, it is conceived in this study that educational proposals need to be rethought, evaluated and can become representative for education and in line with the principles of democracy, social justice and equality. This research is inserted in contexts of analysis of the linguistic and public policies aimed at the process of foreign language teaching/learning

L’Enseignement des Langues et Cultures d’Origine (ELCO) a été mis en place, dans les années 70, à la suite du regroupement familial. L’ELCO a été créé dans le but d’intégrer les enfants d’immigrés dans le système éducatif français et de leur permettre de garder un lien avec leur langue d’origine en cas de retour des parents. Notre recherche porte sur l’enseignement de la langue et la culture d’origine turque en Alsace. Depuis 2013, l’ELCO s’ouvre dorénavant à tout enfant, quelle que soit son origine. Notre but est de comprendre les raisons du faible taux d’élèves choisissant le turc et ne parlant pas cette langue à la maison ainsi que les facteurs d’influence. Une recherche qualitative a été menée auprès d’élèves, de parents élèves, d’enseignants et de responsables institutionnels. Nous avons opté pour une démarche inductive sans hypothèses préalables. Le taux faible d’élèves s’explique par un nombre important de variables : par exemple : l’invisibilité du dispositif au sein de l’école, la non considération du turc par les parents comme une langue internationale et la non continuité de la langue turque au collège. / The teaching of original languages and cultures (ELCO) was implemented in the 70s, after the family reunification policy. The purpose of ELCO is to integrate children from immigrant’s backgrounds in French educational system, and to preserve their original language in case of return to their parents’ native country. Our study deals with the teaching of Turkish as original language and culture in Alsace and more specifically, in the new change in ELCO that opens the class to a different public. Indeed, since 2013, ELCO has been opened to all children applying for it, regardless of their origin. In our research, we aim at understanding the reasons and the external factors of the low number of pupils that chose Turkish, among children that are not speaking Turkish at home. We selected an inductive approach without starting hypothesis due to the newness of the system. The low number of pupils is explained by multiple variables, such as the irrelevance ELCO within the school, the fact that Turkish is not considered as an international language or the lack of continuity of Turkish learning in junior high school.