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Uhakiki wa tamthilia za kiswahili zihusuzo VVU/UKIMWINicolini, Cristina 10 March 2017 (has links)
Makala haya yanalenga kuchambua fani na maudhui, muundo na dhamira za tamthilia za Kiswahili zihusuzo VVU/UKIMWI, hasa tamthilia kutoka Tanzania, na uhusiano baina ya VVU/UKIMWI na mila za jadi kama sherehe za jando na unyago. Dhamira muhimu ya kujadili ugonjwa katika kazi za fasihi barani Afrika ilichimbuka katika sanaa za maonyesho ya jadi ya Kiafrika yaani katika shughuli za ngoma na miviga ya kidini kama matambiko kwa miungu, kumtolea Mungu kafara ili mgonjwa apate dawa au kupona. Maudhui yanayohusu ugonjwa yameingia katika tamthilia mamboleo kwa nia ya kuoanisha tamthilia ya kigeni na ngoma ya kijadi, hasa baada ya miaka ya 1980 (ling. Mlama 1983; Hussein 1983). Katika tamthilia za Tanzania za kisasa magonjwa yanayozungumziwa ni mengi, lakini kuanzia miaka ya themanini ugonjwa mpya, yaani VVU/UKIMWI, unachukua nafasi ya dhamira kuu katika kazi nyingi. Lengo kuu la makala haya ni kuchambua na kuhakiki tamthilia teule sita zihusuzo VVU/UKIMWI na kuandikwa zote na waandishi wa kutoka Tanzania. Ninachambua vipengele mbalimbali vya fani na maudhui nikiangalia uhusiano baina ya sifa za kimapokeo na za mamboleo. Ninafafanua pia athari za kimagharibi kutoka tamthilia ya Wayunani yaani vigezo vya Aristotle na dhana ya tanzia. Kwa kuunganisha nadharia za kale za Kimagharibi na za kisasa kutoka Afrika Mashariki, nitatumia pia nadharia ya korasi (Mutembei 2012), na vilevile kuchambua athari za ki-Brecht yaani ukengeushi ambazo zimekuwa na umuhimu mkubwa kwa tamthilia ya kutoka nchini kwingi Afrika na ulimwenguni kote.
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A Gestalt Oriented Phenomenological and Participatory Study of the Transformative Process of Adolescent Participants Following Wilderness Centered Rites of PassageRoth, Adam Harold 07 May 2010 (has links)
No description available.
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First-millennium agriculturist ceramics of the Eastern Cape, South Africa : an investigation into some ways in which artefacts acquire meaningSteele, John 11 1900 (has links)
Artefacts acquire/embody migratory meanings according to
contexts of raw material manipulation, use, discard and
discourse. First-Millennium Agriculturist ceramics and
concomitant private and public significances/use values are
placed within aspects of a deep past Stone Age history of space
and artefact usage in the Eastern Cape, South Africa. Some
thought paradigms and cultural contexts are examined as having
directly influenced discourse, what artefacts were foregrounded,
and in which manner writers of southern African prehistory
considered them. Thereafter ceramic artefacts and associated
technologies are focussed upon as being intimate to personal/
community lifeways and worldviews. Domestic and ceremonial
utilityware, figurines and masks, as well as clay usage in
homebuilding and metalworking, and urges to apply a mark to
malleable clay, or deliberately alter and/or bury ceramic
artefacts; are explored as manifestations of medium and usage
well suited to regularly reconfigured meanings . / Art History, Visual Arts & Musicology / M.A. (Art History)
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Ring Out Your Dead : Distribution, form, and function of iron amulets in the late Iron Age grave fields of LovöMattsson McGinnis, Meghan January 2016 (has links)
The purpose of this study is to analyze the distribution, forms, and function(s) of iron amulets deposited in the late Iron Age gravefields of Lovö, with the goal of ascertaining how (and so far as possible why) these objects were utilized in rituals carried out during and after burials. Particular emphasis is given to re-interpreting the largest group of iron amulets, the iron amulet rings, in a more relational and practice-focused way than has heretofore been attempted. By framing burial analyses, questions of typology, and evidence of ritualized actions in comparison with what is known of other cult sites in Mälardalen specifically– and theorized about the cognitive landscape(s) of late Iron Age Scandinavia generally– a picture of iron amulets as inscribed objects made to act as catalytic, protective, and mediating agents is brought to light.
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Decolonising Afrikan masculinities : towards an innovative philosophy of educationBuntu, Amani Olubanjo 01 1900 (has links)
This study concerns itself with how Afrikan masculinities were (perspective on the past), what they are now (perspectives on the present) and what they can, ideally, become (perspectives on the future). By employing a decolonial and Afrocentric approach of deconstructive and critical theory, transdisciplinarity and Afrikological perspectives, the study’s objective is to understand the impact of coloniality on Afrikan masculinities.
Coloniality, in this context, refers to the impact of historical colonization, enslavement, Apartheid on (South) Afrikan societies, including how the after-effects and their multiple consequences for changes in (South) Afrikan culture, economy, politics, communities, families and individuals have impacted on the notions about, and roles of, Afrikan men.
Further to this, the study seeks to understand the role of Afrikan culture in shaping solutions to problems identified, in the form of an innovative philosophy of education towards relevant Afrikan masculinities. Applying Participatory Action Research (PAR) as research methodology, the study examines how Afrikan masculinities are seen, understood and envisioned by Afrikan men and women. Empirical research was conducted with a co-research team in Mangaya village, Thulamela Municipality in Limpopo Province, South Afrika. Findings from the study were coded, cross-analysed, triangulated with literature and a number of discussions and dialogues, and eventually developed into concepts for emerging theory and practical interventions.
The study found that many Afrikan men are caught between expectations to what they should become and systemic obstacles to fulfil these expectations. As a result of colonial injustices – and their many after-effects, many Afrikan men have become confused about their identity, irresponsible in their behavior, “broken” in their self-perception (and in the eyes of the world) and in deficit of Afrikan values as guidelines for meaningful, Afrikan manhood.
Essential solution-concepts found were for Afrikan men to deepen their self-knowledge, seek healing, empowerment and engage in re-learning of indigenous guidelines. These concepts have been expressed through nine lessons, serving as an innovative, educational philosophy for Afrikan manhood. A mixtape featuring brief, motivational messages for young Afrikan men against a musical soundtrack was produced as a direct outcome of the study. / Educational Studies / D. Ed. (Philosophy of Education)
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First-millennium agriculturist ceramics of the Eastern Cape, South Africa : an investigation into some ways in which artefacts acquire meaningSteele, John 11 1900 (has links)
Artefacts acquire/embody migratory meanings according to
contexts of raw material manipulation, use, discard and
discourse. First-Millennium Agriculturist ceramics and
concomitant private and public significances/use values are
placed within aspects of a deep past Stone Age history of space
and artefact usage in the Eastern Cape, South Africa. Some
thought paradigms and cultural contexts are examined as having
directly influenced discourse, what artefacts were foregrounded,
and in which manner writers of southern African prehistory
considered them. Thereafter ceramic artefacts and associated
technologies are focussed upon as being intimate to personal/
community lifeways and worldviews. Domestic and ceremonial
utilityware, figurines and masks, as well as clay usage in
homebuilding and metalworking, and urges to apply a mark to
malleable clay, or deliberately alter and/or bury ceramic
artefacts; are explored as manifestations of medium and usage
well suited to regularly reconfigured meanings . / Art History, Visual Arts and Musicology / M.A. (Art History)
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Breaking The Silence: Exploring the Narratives of Survivors of Female Genital Cutting in KenyaChumbow, Mary-Magdalene Ngum 05 June 2023 (has links)
No description available.
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Multivalence, liminality, and the theological imagination : contextualising the image of fire for contemporary Christian practiceDyer, Rebekah Mary January 2018 (has links)
This thesis contends that the image of fire is a multivalent and theologically valuable image for application in British Christian communities. My research offers an original contribution by contextualising the image of fire for Christian practice in Britain, and combining critical observation of several contemporary fire rites with theological analysis. In addition, I conduct original case studies of three Scottish fire rituals: the Stonehaven Fireball Ceremony, the Beltane Fire Festival, and Up-Helly-Aa in Lerwick, Shetland. The potential contribution of fire imagery to Christian practice has been overlooked by modern theological scholarship, social anthropologists, and Christian practitioners. Since the multivalence of the image has not been fully recognised, fire imagery has often been reduced to a binary of ‘positive' and ‘negative' associations. Through my study of non-faith fire rituals and existing Christian fire practices, I explore the interplay between multivalence, multiplicity, and liminality in fire imagery. I demonstrate that deeper theological engagement with the image of fire can enhance participation, transformation, and reflection in transitional ritual experience. I argue that engaging with the multivalence of the image of fire could allow faith communities to move beyond dominant interpretive frameworks and apply the image within their own specific context. First, I orientate the discussion by examining the multivalence of biblical fire imagery and establishing the character of fire within the British social imagination. Second, I use critical observation of community fire practices in non-faith contexts to build a new contextual framework for the analysis of fire imagery. Finally, I apply my findings to a contextual analysis of existing Christian fire practices in Britain. Throughout, I argue that sensory and imaginative interaction with the image of fire provides a way to communicate and interact with theological ideas; experience personal and communal change; and mediate experience of the sacred.
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A grounded theory of hazing in Gauteng secondary schools / Umqondo wenzululwazi ozinzile wokufikiswa ezikoleni zamabanga aphezulu eGauteng / Teori ya kgoboketso le tshekatsheko ya thupiso dikolong tse di phagamego tsa GautengHuysamer, Carolyn Ann 12 1900 (has links)
Hazing is an ancient, universal practice. In past and modern societies, the need to join a group
is an aspect of our humanity. The process of joining a group frequently includes the need to be
hazed in order to legitimate full membership. This study uses the theoretical frameworks of
Michel Foucault, Pierre Bourdieu’s perspectives of social order, Henri Tajfel and John Turner’s
theory of social identity, and Albert Bandura’s theory of moral disengagement to look at
individuals joining groups. In particular, the study has sought to ascertain why those who haze
are motivated to act. A grounded theory has been developed through interviewing young adults,
who while in positions of leadership as Grade 12 learners in Gauteng schools, planned hazing
activities. The grounded theory shows that hazing while enacted by an individual is not solely
driven by that person, but rather hazing is a means of cultural reproduction. The mechanism
through which hazing occurs focuses on achieving a sense of belonging, conforming to a given
culture and consenting to hazing. The hazer is motivated to pass on aspects of the school’s
culture, namely school traditions, hierarchical structures, means and standards of discipline,
and showing appropriate respect to others. The hazer believes that this can be achieved as those
being hazed will comply if they can avoid being humiliated. The developed theory is grounded
and was verified through interviewing stakeholders in the school community who had
extensive knowledge of the school culture and of Grade 12 learners. / Ukufikisa kungumkhuba wasemandulo, owenziwa emhlabeni wonke. Emiphakathini
yasendulo neyenamuhla, isidingo sokuhlanganyela neqembu elithile yinto eyingxenye yobuntu
bethu. Inqubo yokuhlanganyela neqembu elithile kuvame ukufaka kukona isidingo
sokufikiswa ukuze umuntu abe yilungu ngokuphelele. Lolu cwaningo lusebenzisa izinhlaka
zemiqondo yezinzululwazi ezingoMichel Foucault noPeter Bourdieu wokuhleleka
kwezenhlalakahle, umbono kaHenri Tajfel noJohn Turner wokuzibandakanya kwabantu
kwezenhlalo kanye nombono ka-Albert Bandura wokuziphatha ngendlela engahambisani
nemigomo yokulunga ukuze kubukwe abantu abajoyina amaqembu. Ngokusempeleni,
ucwaningo lufuna ukubheka ukuthi labo abafikisayo bakhuthazwa yini. Umqondo
wenzululwazi wakhiwa ngokuba kubuzwe intsha esencane imibuzo, intsha eyayihlela izinhlelo
zokufikisa eyayisezikhundleni zokuhola abafundi ngenkathi yenza iBanga 12 ezikoleni
zaseGauteng. Umbono wenzululwazi ozinzile uveza ukuthi ukufikiswa, yize kwenziwa
umuntu oyedwa kusuke kungaholwa yilowo muntu kuphela, kodwa ukufikiswa kuyindlela
yokukhiqiza kabusha ngokwesiko. Indlela okwenziwa ngayo lokhu kufikisa igxile ekufezeni
umuzwa wokuba yingxenye yabathize, ukuguqukela osikweni nasekuvumeleni ukufikiswa.
Lowo okunguye ofikisayo usuke efuna ukudlulisela phambili izingxenye zamasiko esikole,
njengemikhuba, ukwakheka ngokushiyana kwamazinga, izindlela nemigomo yokuziphatha
kahle, kanye nokubonisa inhlonipho kwabanye. Lowo okunguye ofikisayo ukholelwa ekutheni
lokhu kungafezwa njengoba labo abafikiswayo bezokwenza lokho okuthiwa abakwenze
inqobo nje uma bezogwema ukuhlukunyezwa. Umqondo wenzululwazi osunguliwe uzinzile
futhi waqinisekiswa ngokufaka ababambiqhaza imibuzo emiphakathini yezikole eyayinolwazi
olunzulu maqondana nesiko lesikole kanye nabafundi beBanga 12. / Thupiso ke mokgwa wa kgale, wa lefase ka bophara. Ditshabeng tsa kgale le tsa mehleng ye,
tlhoko ya go tsenela sehlopha ke karolo ya botho bja rena. Tshepetso ya go tsenela sehlopha
gantsi e akaretsa tlhoko ya thupiso go kgonthisisa boleloko bjo bo feletsego. Nyakisiso ye e
somisa mahlamo a teori a Foucault, dipono tsa Pierre Bourdieu tsa thulaganyo ya setshaba,
teori ya Henri Tajfel le John Turner ya boitshupo bja setshaba, le teori ya Albert Bandura ya
tlogelo ya melawana ya boitshwaro go lekola batho ba ba tsenelago dihlopha. Ka kakaretso,
nyakisiso ye e lekile go kgonthisisa gore gobaneng bao ba rupiswago ba hlohleletswa go tsea
magato. Teori ya kgoboketso le tshekatsheko e tsweleditswe ka go botsisa baswa dipotsiso bao,
ge ba sa le maemong a boetapele bjalo ka barutwana ba Mphato wa 12 dikolong tsa Gauteng,
ba rulagantsego ditiro tsa go sira. Teori ya kgoboketso le tshekatsheko e laetsa gore thupiso
bjale ka ge e diragatswa ke motho ga e susumetswe ke motho yoo a le nosi, eupsa thupiso ke
mokgwa wa pusoloso ya setso. Mokgwa wo thupiso e diregago ka wona o tsepeletse go
fihlelela boikwelo bja go amogelega, go latela setso se se filwego le go dumelelana le thupiso.
Morupisi o hlohleletswa go fetisetsa dikarolo tsa setso tsa sekolo, e lego ditso tsa sekolo,
dibopego tsa haerakhi, mekgwa le maemo a tayo, le go laetsa tlhompho ya maleba go ba
bangwe. Morupisi o dumela gore se se ka fihlelelwa bjalo ka ge bao ba rupiswago ba obamela
ge ba ka thibela go goboswa. Teori ye e hlabolotswego e kgobokeditswe le go sekasekwa
gomme e ile ya tiiswa ka go ka botsisa bakgathatema dipotsiso sekolong sa setshaba bao ba
nago le tsebo ye e tseneletsego ya setso sa sekolo le ya barutwana ba Mphato wa 12. / Educational Studies / D. Ed. (Comparative Education)
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