School of Arts

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An exploration of how word choice and framing contribute to agendasetting in the reporting of gender-based violence in three KwaZulu-Natal community newspapers (November 2021 to December 2022)
(2023) Mangoro, Munyaradzi.; Scott, Claire.
This study primarily concerns how word choice and framing contribute to agenda-setting in reporting gender-based violence (GBV) in three KwaZulu-Natal (KZN) community newspapers from November 2021 to December 2022. Three weekly English community newspapers, namely, Zululand Observer, Maritzburg Echo and South Coast Sun, were purposively selected and provided the data for this study. The key objectives of this study were to look at descriptive and emotive words used in the GBV-related articles posted by the three publications; to determine if any changes occurred in the framing of articles during the 16 Days of Activism campaign period of November to December 2021 and November to December 2022, and to determine how word choice and framing prioritised the issue of GBV in terms of the media agenda setting. This study was guided by framing theory. A mixed-method research approach was used to collect and analyse the data. Quantitative content analysis was used to tally all GBV-related stories published during the period of study and to record all descriptive and emotive words used in these stories. Qualitative thematic analysis was used to group these words according to similarities and connotations to identify emerging themes on GBV. Because GBV is an issue that comes out of the private into the public sphere through being reported in community newspapers and other media platforms, it is important for this study to look at word choice and framing and, for this reason, initiate future debate on media responsibility when reporting on GBV. Looking at national stats-to-story-frequency and priority ratio, findings indicate that GBV was not given priority in the publications under review. Overall, 42% of all the GBV-related stories discussed in this study were posted during the two 16 Days of Activism time periods discussed. This indicates an outstanding visibility of GBV-related stories compared to the rest of the study period. Lastly, literature on GBV and the media in South Africa is very broad, but the study of word choice in the media, especially community newspapers in South Africa is yet to be thoroughly explored through research. This study acknowledges literature on analysing discourse around GBV in the South African media, that has been done by scholars such as Kulne Oparinde & Rachel Matteau Matsha, Floretta Boonzaier, Peace Kiguwa, Nechama Broodie, Amanda Gouws, Nicky Falkof and Mille Phiri, just to mention a few. The study of word choice needs attention as it is critical in understanding, significantly reducing and possibly eradicating GBV. This study suggests that the three publications need to increase the salience of GBV stories by dedicating more space to such stories weekly. Equivalency framing in the use of descriptive and emotive words is encouraged, as they are eye-catching, appealing and interesting to the readers.
Exploring gamification within the teaching and learning of isiZulu first additional language: A case study on the use of Kahoot to motivate young learners.
(2023) Chiliza, Noluthando Noxolo.; Gokool, Roshni.
Traditional methods of second language learning, especially in the case of isiZulu as a First Additional Language (FAL), have often been analysed for their tedious and grammar-focused nature. These traditional methods can lead to a loss of learner commitment and inspiration. The outcome of this research study suggests that learners become disinterested due to the outdated and uninspiring teaching methods used for African languages like isiZulu. Therefore, this study seeks to explore the integration of Kahoot as an advanced instrument within the isiZulu FAL classroom to advance a more engaging and collaborative learning environment. Kahoot!, a popular gamification platform, allows learners to participate with isiZulu FAL in a fun and encouraging manner. This method signifies a departure from traditional teaching methods, aiming to reignite learners' curiosity and excitement for the language. However, there is a lack of research investigating integrating technology and gamification into the teaching and learning of isiZulu FAL, making this study particularly significant and innovative. The research targets grades 4,5 and 6 learners, aiming to evaluate the influence of Kahoot! on their isiZulu FAL learning experience. Data collection for this study is facilitated using an online questionnaire via Google Forms, allowing for effective and appropriate data gathering. Additionally, classroom observations provided a constructive qualitative perception of the learners' interactions with Kahoot! and their overall learning experiences. Existing research has proven that gamification-based platforms like Kahoot! can effectively motivate learners and advance language learning outcomes. Kahoot! is an active and engaging tool for both teaching and assessment purposes. This study aimed to contribute to the existing understanding by investigating the benefits and challenges of applying Kahoot! within the isiZulu FAL classroom by leveraging these findings. Drawing on support from previous studies that have emphasised the language learning effectiveness of Kahoot!, this research endeavours to offer perceptions and suggestions for the improved integration of Kahoot! into the isiZulu FAL curriculum. The study seeks to investigate the perception of Kahoot! as an instrumental resource for educators and learners alike, encouraging effective language learning within the isiZulu FAL context.
Exploring the isiZulu translation process of medical content at University of kwaZulu Natal Medical School.
(2024) Dlamini, Sinethemba.; Gokool, Roshni.; Dlamini, Phindile.
Communication is essential for healthcare practitioners who intend to understand their patients. KwaZulu-Natal has the largest isiZulu-speaking population in South Africa. In some parts of KwaZulu-Natal, especially in the rural areas, many patients are monolingual. Therefore, it is vital that isiZulu and/or other African indigenous languages be integrated into health sciences curricula across the country. At UKZN (University of KwaZulu-Natal), isiZulu has made significant inroads into the MBChB (i.e. Bachelor of Medicine and Bachelor of Surgery) curriculum. However, more research and further integration of isiZulu is urgently needed. This study explores the isiZulu translation process of medical content used to develop a web-based learning tool at the Nelson R Mandela School of Medicine to assist non-isiZulu-speaking students in enhancing isiZulu for clinical communication. Translation is a way of building a language communication relationship between patients who are native speakers of isiZulu language and non-isiZulu-speaking medical students. This study intends to generate new knowledge on the isiZulu translation process of medical content by addressing the problem of translating English medical content into the isiZulu language. Specifically, it relates to medical terminology that is non-existent in isiZulu. The main objectives of this study are to review language policies on the use of isiZulu in a medical context, to explore the isiZulu translation process of medical content to improve clinical communication in a clinical setting and to understand the influence of social aspects during the translation process. The study is based on two theoretical frameworks: Nord’s Functionalist theories (1992) and Vinay and Darbelnet’s translation approach (1995). This is a textual study; thus, it uses textual analysis of information from the ongoing UKZN medical school project of medical translated content. This study reflects on the translator's challenges and process when translating medical content from English into isiZulu. Moreover, it reflects on how the translator employs theories to guide the translation process. The study suggests that the isiZulu translation process of medical content for a communicative context is influenced by the social factors attached to language use and the differences in the grammatical nature of writing the languages involved in translation. The steps undertaken in the study highlight that the value of the isiZulu language to AmaZulu impacts the value of isiZulu and how isiZulu is used for communication purposes. The isiZulu language semantically dictates that certain terms should be avoided because of the derogatory status they carry on their social use, which affects the choice of terms during translation.
“My life is nothing but a comedy”: madness and revenge tragedy in Todd Phillips’ Joker (2019)
(2022) Akoo, Selma.; Laltha, Samiksha.
This dissertation analyses the employment of madness and the revenge tragedy in the contemporary Hollywood film Joker (dir. Phillips, 2019). By focussing on the causation that leads to the protagonist’s tragic fate, I argue that the protagonist’s use of blood revenge is due to the city’s indifferent nature towards its marginalised and mentally ill citizens. Though the protagonist’s crimes cannot warrant any justification, an empathetic understanding can be bridged to the audience due to the intimate portrayal of his suffering. Madness is most certainly loaded with diverse histories and persists as an anomaly to humans. The current interpretation of madness, within the context of mental illness, greatly differs from its early understanding incorporating societal rejection of those who failed to uphold the standards of societal convention. In Joker, it is further attributed to individuality and liberation from the constraints of societal convention. My research maintains that the film deploys madness as a defensive and coping mechanism against the tyranny of societal structures, through which the protagonist emancipates his dangerous and powerful Joker persona. In addition, I analyse the portrayal of mental illness in Joker. I impartially explore the film’s rally for mental illness awareness and compare it to its damaging depiction of a violent and murderous mentally ill protagonist. The film essentially embodies both redeeming and harmful portrayals of mental illness. I henceforth assess the presence of the revenge tragedy in Joker by examining the formula of the genre’s leading precedent, The Spanish Tragedy (Kyd, [1592] 1898). The Kydian formula establishes the structure of a revenge tragedy narrative employing blood revenge as its primary method of retribution, and it is through this formula that I am able to locate and justify the presence of the revenge tragedy in Joker (dir. Phillips, 2019). Due to the cold-blooded vengeance the protagonist undertakes, I evaluate the cautionary tale around the mistreatment of the mentally ill which gave rise to the events in the film. As a result of this, my research asserts that the protagonist ultimately occupies the seat of the anti-hero despite the brutal nature of his crimes. The societal system reigns as the true villain of the film, because if it were not for the systematic marginalisation of Gotham’s disadvantaged and mentally ill citizens, as well as the callous nature of society, then the protagonist may have not walked down the dark path that he did.
Social media activism and simulated democracies: a comparative exploration of #FeesMustFall (South Africa) and #Jallikattu protests (Tamil Nadu, India)
(2024) Govender, Kameshwaran Envernathan.; Sewchurran, Anusharani.
Social media's transformation into public spheres has influenced activism and shifted protests and social movements into digital spaces. The #FeesMustFall movement (2015) campaigned for free education in South Africa. #FMF was precipitated by the #RhodesMustFall movement (2015) which called for the removal of the statue of Cecil Rhodes at the University of Cape Town, which represented colonialism. #RMF called for the decolonisation of education and #FMF reiterated the same. In parallel, the #Jallikattu protests (2017) in Tamil Nadu was against the Supreme Court's ban of 'Jallikattu’ a 2000-year-old cultural sport with bulls. The protests were triggered by the cumulative grievances of the people of Tamil Nadu against India's union government. The temporal proximity, student-led activism, social media influence of the protests and the nations being post-colonial democracies invoked the interest for this inter-continental comparison of protest cultures. This study explores a unique comparison of democracies via protest movements in South Africa and India. The researcher has collected data from blogs, e-newspapers, e-magazines, online news aggregators, e-editions of mainstream media, Facebook, Twitter, YouTube, and personal interviews to compare the discourses, which emerged from both these social campaigns. A snowball sampling method and open-ended interviews were used to collect data from student protestors, university faculty, media persons and the general citizenry. Foucault's discourse analysis and Yin's explorative case study analysis were used to analyse the collected data. Gidden's structuration theory provided a theoretical lens to how colourism, police brutality, racism, casteism, sexism, centres of protests, media bias, and diaspora support affected the social movements. Baudrillard’s simulacra and simulation theory afforded further analysis of the levels of democracies in both these nations. Drawing from the above events and narratives the researcher posits a simulation of democracy in South Africa and India disrupting normative ideals.
Understanding the impact of the digital divide and new methods of learning on humanities students at UKZN during the coronavirus pandemic.
(2023) Akinlabi, Oyinkansola Oyindamola.; Pitcher, Sandra Jane.
Typically, the digital divide refers to the separation between those who have access to digital information and communications technology (ICT) and those who do not (Dewan & Riggins, 2005). However, more recently, scholars and thought-leaders have acknowledged that the concept is multifaceted and should consider various socio-political factors, as well as economic ones. The University of KwaZulu-Natal (UKZN) is home to a diverse range of students of different genders, ages, socio-economic backgrounds, and racial backgrounds. The use of digital technology plays a huge role in the academic processes for students at UKZN. It is imperative that all students have access to, and are familiar with, digital technology to successfully complete their academic tasks. This became even more important in the wake of the Coronavirus pandemic, which made it necessary for most teaching and learning to be done virtually with the use of digital technology. However, just like in most communities, there is a gap between the availability of digital platforms and students’ access, and their cognitive ability to use these platforms. This research explores the experiences of UKZN Humanities students as they navigated their new level of dependency on digital technology for learning during the Coronavirus pandemic. It highlights how the digital divide has impacted their use of digital technology while learning virtually, their peculiar experiences and actions taken due to virtual learning, as well as how they compare virtual learning to contact learning.

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