Browsing by Author "Possa, Rethabile"

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    An analysis of ukuthwasa as a component of oral literature in the 21st century
    (2024) Mtombeni, Ncebakazi; Possa, Rethabile
    This qualitative study explores the initiation process of ukuthwasa among young individuals, including the personal experience of a researcher with an ancestral calling. The research investigates how oral literature has influenced African culture despite the challenges posed by the convergence and divergence of civilizations, languages, lifestyles, and environmental dynamics. Data were collected from ten participants who shared their frustrations with ukuthwasa, revealing that people are on different paths and destinations, and that healing is not possible until individuals are willing to learn and understand. The study focuses on intwaso, highlighting the presence of uninformed, sceptical, and inspired individuals who approach it differently. Overall, the study sheds light on the challenges of preserving oral literature and the importance of adaptation and understanding to ensure its continued significance in the modern era.
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    Analysis of language policy implementation in higher education: a case of the University of Cape Town
    (2026) Maponopono, Naledi; Possa, Rethabile
    This study investigates the implementation of language policies in South African higher education, focusing on the University of Cape Town (UCT) as a case study. The research is driven by the historical inequalities between English, Afrikaans, and indigenous African languages, which persist despite political changes following the advent of democracy in South Africa. Although the Constitution of the Republic of South Africa (1996) granted equal status to eleven official languages, African languages continue to struggle for full recognition in higher education (Nomlomo, 2019). The study examines the language policy planning process through the lens of Ruiz's (1984) three orientations to language planning: language as a problem, a resource, and a right. It also applies Barkenbus's model of policy analysis to explore the policy-making process in South Africa. The research utilizes qualitative methods, observing language practices at UCT to identify patterns of implementation and challenges faced during this process. Key findings reveal that African languages remain marginalized, and the study suggests the need for more robust monitoring and evaluation systems to address these issues. The research aims to contribute to the development of a language policy framework for higher education, which supports the effective implementation of multilingual policies and promotes the equitable treatment of all official languages. By addressing gaps in policy implementation, this study contributes to broader scholarly debates on language policy in post-apartheid South Africa, offering insights relevant to language planners and policymakers.