MAAS (Xitsonga) / Ehansi ka Senthara ya M.E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko / This study attempts to describe and understand the nature of Xangani traditional dances in Chiredzi District of Zimbabwe. Regrettably for the Xangani not so many literal works have been produced on their dances and it is this lack of documentation that has created gaps. This research has been designed to narrow such notable gaps within the Xangani culture. In this research the major prevalent among the Xangani people, the socio-economic and political values of dances as well the instrument, dress and music that accompany the Xangani traditional dances shall be looked into significantly. To achieve this, a sample of the population was studied and the results were inferred to the generality of the whole community population. Permission was sought from the community leaders and sampled people were interviewed, their views were collected through observation. The research was triangulate to minimize bias and also ensured that efficiency was enhanced. The study considered desktop data as well as written and oral tradition as sources of information on this research.

MA (Xitsonga) / Ehansi kaSenthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko / Xikongomelokulu xa ndzavisiso lowu i ku kambisisa mathyelo ya mavito ya swikolo leswi kumekaka emigangeni ya hosi Muhlava, eka Masipala wa Tzaneen, eka xifundzatsongo xa Mopani, exifundzenikulu xa Limpopo. Xikongomelokulu lexi xi aviwa hi swiphemu swimbirhi leswikulu. Xosungula ku nga ku xopaxopa xivumbeko na nhlamuselo ya mavito ya swikolo swa ka Muhlava leswi thyiweke mavito ya vanhu, hi ku kongomisa eka mavito ya mani na mani na mavito ya vachaviseki. Xavumbirhi i ku lavisisa xivumbeko na nhlamuselo ya mavito ya swikolo swa ka Muhlava leswi thyiweke mavito ya swilo leswi nga riki vanhu swo tanihi milambu, tintshava, magova, tindhawu ni swin’wana ni swin’wana. Ndzavisiso lowu wu tirhisa thiyori yo hlamusela (Descriptivist Theory) leyi tumbuluxeke hi Kripke (1980). Hi ku landza Thiyori leyi vito rin’wana na rin’wana leri nga kona laha emisaveni ri na nhlamuselo yo karhi naswona ri na swivangelo leswi nga endla leswaku ri thyiwa. Ndzavisiso lowu wu endliwa hi ku landzelela xivumbeko xa nkoka. Mahungu lama nga xopaxopiwa eka ndzavisiso lowu ma hlengeletiwile hi ku tirhisa maendlo ya phurayimari, ku nga maendlelo lama kongomisaka eka ku kuma mahungu eka swihlovo swo sungula. Xitirho lexi tirhisiweke ehansi ka endlelo leri hi lexi vuriwaka inthavhiyu kumbe nhlokohliso wa swivutiso lexi endliwaka hi ndlela yo vulavurisana exikarhi ka vanhu vambirhi kumbe exikarhi ka munhu un’we na vanhu vo tala laha ku vutisiwaka swivutiso na ku nyika tinhlamulo hi ku vulavula. Swihlovo swa mina swa ndzavisiso i vavasati na vavanuna va ku huma eka miganga yo hambana ya le ka Hosi Muhlava, eka Masipala wa Tzaneen, ku nga eka Muhlava, eMariveni, eKhujwana na le Petanenge. Ku hlawuriwile vanhu lava nga vutisiwa swivutiso ku suka eka mitlawa ya vanhu leyi landzelaka: vaaki va miganga va nhungu, vaxinuna va mune na vavasati va mune, vadyondzisi va nhungu; vaxinuna va mune na vaxisati va mune, vafundhisi va nhungu; vaxinuna va mune na vaxisati va mune, na tindhuna ta nhungu. Mahungu man’wana lama nga tirhisiwa eka ndzavisiso lowu ma kumeka kusuka eka switsariwa swo tanihi tibuku, tijenali, maphephahungu na swin’wana. Eka ndzavisiso lowu ku tirhisiwile tindlela timbirhi ta ku xopaxopa mahungu, ku nga nxopaxopo wa vundzeni bya tsalwa na nxopaxopo wa nkoka hi ku landza vi mikongomelo. Endlelo ro sungula ri tirhisiwa ku longoloxa timhaka ta ndzavisiso lowu hi ku landza mikongomelo yo karhi. Endlelo ra vumbirhi ri vuriwa nxopaxopo wa vundzeni. Eka ndzavisiso lowu, endlelo leri ri tirhisiwile hi ndlela yo va ku xopaxopiwa mathyelo ya vito rin’wana na rin’wana ra lama nga hlengeletiwa hi xikongomelo xo kuma tinhlamuselo ta wona na ndlela leyi ma vumbiweke ha yona. Mbuyelo wa ndzavisiso lowu wu kumile leswaku mavito ya swikolo swa ka hosi Muhlava ma thyiwile hi xikongomelo xa ku xixima vachaviseki na ku tsundzuka mitirho leyinene leyi nga endliwa hi vanhu vo hambanahambana hi xikongomelo xa leswaku rixaka leri ra ha taka ri ta kuma matimu lama. / NRF

MA (Xitsonga) / Ehansi ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila ni Ndhavuko / See the attached abstract below

MA (Xitsonga) / Ehansi Ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko / Eka ndzavisiso lowu hi kanela hi switandzhaku swa globalization eka ririmi ra Vatsonga. Ku tlhela ku langutisiwa swivangelo leswi sivelaka ku hluvuka ka ririmi, hikokwalaho ka globalization. Ku langutisiwa swivangelo swa ku lahleka ka ndhavuko wa Vatsonga na tindlela leti nga tirhisiwaka ku kucetela Vatsonga leswaku va nga tshiki ndhavuko wa vona wu nyamalala. Ndzavisiso wu kongomisiwa eka maambalelo ni mahanyelo ma vantshwa, swakudya, matshungulelo, tidyondzo, matirhiselo ma nawu wa le hubyeni na matshamelo ma ndyangu. Hi tlhela hi valanga tindlela leti nga tirhisiwaka ku tlakusa ririmi ra Xitsonga leswaku ri nga ha tekeriwi ehansi. Eka ndzavisiso lowu hi tirhisa maendlelo ma nxopaxopo wa vundzeni bya hungu kumbe ku kuma vuxokoxoko bya ndzavisiso, leswi vuriwaka “qualitative research”. Ku tlhela ku tirhisiwa maendlelo mo hlengeleta mahungu (data collection) ku suka eka matsalwa mo fana na tiatikili, maphephahungu, xiyanimoya, tijenali na thelevhixini. Hi tlhela hi tirhisa maendlelo ma nhlokohliso wa swivutiso. Ku hlawuriwile vahlokosiwa va ntlhanu ku suka eka muganga wa ka Shihambanyisi lava nga ni vutivi hi tlhelo ra nhlokomhaka leyi ku endliwaka vulavisisi hi yona. Ku tirhisiwa thiyori ya mfuwo, thiyori ya matimu na thiyori ya nxopaxopo wa mbulavulo. / NRF

MA (Xitsonga) / Eka Senthara ya M. E. R. Mathivha ya Tindzumi ta Xiafrika, Vutshila na Mfuwo / Ndzavisiso lowu wu kanela hilaha swithopo swi nga na nkucetelo hakona eka mahanyelo ya Vatsonga. Nkoka wa dyondzo leyi i ku komba Vatsonga laha va humaka kona na mahanyelo lama hlohloteriwaka hi swithopo swa swivongo swa vona. Xikongomelonkulu xa ndzavisiso lowu i ku lavisisa swin’wana swa swithopo swa swivongo swa Vatsonga na nkucetelo wa swona evuton’wini bya vanhu lava. Ntirho lowu wu ta languta swithopo swa makumembirhin’we leswi nga kona eka swivongo swa Vatsonga. Mulavisisi u hlawurile swivongo handle ko landzelela maendlelo yo karhi, kambe u ta hlawula ngopfu swivongo leswi kumekaka hi xitalo kumbe leswi taleleke hi vavulavuri eka Vatsonga. Nkanelo wa mahungu wu langute eka swihlawulekisi swa swithopo swa swivongo na nkucetelo eka vinyi va swona. Vakhegula na vakhalabye vo ringana ntlhanu eka xivongo xin’wana na xin’wana lava nga na vutivi bya matimu ya swivongo va hlokohlisiwile ku kuma swithopo na matimu ya swona eka xivongo xin’wana na xin’wana. / NRF

The promotion of Afrocentric education is a current issue in Africa. This study aimed to establish the role of indigenous knowledge (IK) in the development of Senior Phase learners' design skills in Technology Education (TE). The study was guided by the constructivist theory, which is based on the assumption that prior learning can play a role in learning. When learning new things in a TE class, learners can benefit from their daily experiences in deriving meaning. Three schools from the Vhembe district in Limpopo Province participated in this study. The purposive sampling technique was used to select Technology teachers, heads of departments, TE specialists, learners and parents from these schools to participate in the study. Data were collected by way of individual and focus group interviews, participant observations and the analysis of documents and artifacts. The findings revealed that IK can increase learners' understanding and acquisition of design skills. However, this study revealed that the integration of IK can be hampered by factors such as the teachers' inability to use indigenous artifacts, the use of unvaried assessment methods, and a negative attitude towards culturally relevant pedagogy and IK. This study ultimately contributed an indigenous knowledge-based design process (IKBDP). Unlike the current conventional approach, an IKBDP has the potential to transform the teaching of Technology, thereby giving recognition to IK and accommodating learners from indigenous backgrounds. / Ku yisa emahlweni dyondzo yo vona swilo hi tihlo ra Xiafrika, i mhaka leyi nga le mahlweni eAfrika. Ndzavisiso lowu wu na xikongomelo xa ku vona ndzima ya vutivi bya ndhavuko ku nga indigenoous knowledge (IK) eka nhluvuko wa vadyondzi va xiyimo xa le henhla hi swikili swa dizayini ya dyondzo ya theknoloji ku nga Technology Education (TE). Ndzavisiso wu leteriwe hi constructivist theory, leyi yi seketeriweke hi mianakanyo kumbe vonelo ra leswo dyondzo leyi vanhu va taka na yona ya khale (prior learning) yi nga tlanga ndzima eku dyondzeni. Loko ku dyondziwa leswintshwa eka klasi ya TE, vadyondzi va nga vuyeriwa hi ku landza ntokoto wa vona wa masiku eku kumeni tinhlamuselo. Swikolo swinharhu eka distriki ya Vhembe eka Xifundzhankulu xa Limpopo swi ve na xiavo eka ndzavisiso lowu. Xikongomelo xa thekniki ya ku endla sampuli xi tirhisiwe ku langa mathicara ya Technology, tinhloko ta tindzhawulo, vatokoti va TE, vadyondzi na vatswari eka swikolo leswi va ve na xiavo eka ndzavisiso. Ku hlengeletiwe data eka munhu hi wun'we wun'we na le ka mintlawa ya xikongomelo lexi hi ku endla mimburisano ya ti-interview, ku xiyaxiya leswi swi endliwaka hi vateki va xiavo na nxopanxopo wa tidokumente na swilo leswi swi endliweke hi mavoko (artifacts). Vuyelo bya ndzavisiso byi kombe leswo IK yi nga pfuneta ku twisisa ka vadyondzi na ku kuma swikili swa dizayini. Kambe, ndzavisiso lowu wu kombise leswo ku katsiwa ka IK swi nga kavanyetiwa hi swilo swo fana na ku tsandzeka ka mathicara ku tirhisa swiendliwa swa mavoko swa ndhavuko, ku tirhisiwa ka tindlela to ka ti nga cinciwi ta nkambelo, na mianakanyo leyi nga ri ku leyinene mayelana na ndlela ya madyondziselo na IK. Ndzavisiso lowu ekuheteleleni wu pfunete fambiselo ra leswi vuriwaka indigenous knowledge-based design process (IKBDP). Hi ku hambana na fambiselo ra ntolovelo, IKBDP yi na ntamo wo cinca madyondziselo ya TE, no pfuneta ku amukela IK no angarhela vadyondzi lava va humaku eka fambiselo ra vutivi bya ndhavuko. / Tsweletso ya thuto ya Seaforika ke ntlha e e tsweletseng ga jaana mo Aforika. Maikaelelo a thutopatlisiso e ne e le go lebelela seabe sa kitso ya tshimologo (IK) mo tlhabololong ya bokgoni jwa thadiso jwa barutwana ba Legato le Legolwane mo Thutong ya Thekenoloji (TE). Thutopatlisiso e kaetswe ke tiori e e elang tlhoko ka moo batho ba ikagelang bokao ka gona (constructivist theory), e e ikaegileng ka mogopolo wa gore thuto e e ntseng e le gona e ka nna le seabe mo go ithuteng. Fa barutwana ba ithuta dilo tse dintšhwa mo phaposiborutelong ya TE, ba ka ungwelwa go tswa mo maitemogelong a bona go bona bokao. Dikolo di le tharo go tswa kwa kgaolong ya Vhembe kwa Porofenseng ya Limpopo di nnile le seabe mo thutopatlisisong eno. Go dirisitswe thekeniki ya go tlhopha sampole go ya ka maitlhomo a thutopatlisiso go tlhopha barutabana ba Thekenoloji, ditlhogo tsa mafapha, baitseanape ba TE, barutwana le batsadi go tswa kwa dikolong tseno go nna le seabe mo thutopatlisisong. Data e kokoantswe ka tsela ya go dirisa dipotsolotso tsa batho bongwe ka bongwe le ditlhopha tse di tlhophilweng, go ela bannileseabe tlhoko le tshekatsheko ya dikwalo le dilwana tsa tiro ya diatla. Diphitlhelelo di senotse gore IK e ka oketsa go tlhaloganya ga barutwana le go iponela bokgoni jwa go thadisa. Le fa go le jalo, thutopatlisiso eno e senotse gore go akarediwa ga IK go ka sitisiwa ke dintlha di tshwana le fa barutabana ba sa kgone go dirisa dilwana tsa tiro ya diatla tsa tshimologo, tiriso ya mekgwa ya tlhatlhobo e e sa farologanang, le megopolo e e sa siamang e e lebisiwang kwa katisong e e maleba mo setsong le IK. Kwa bokhutlong, thutopatlisiso eno e tshwaetse ka thulaganyo ya thadiso e e ikaegileng ka kitso ya tshimologo (IKBDP). Go farologana le mokgwa wa tlwaelo, IKBDP e na le kgonagalo ya go ka fetola go rutwa ga TE, mme ka go rialo e lemoga IK le go akaretsa barutwana ba ba nang le lemorago la tsa tshimologo. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)