Dintšhontšho tsa bo-Juliuse Kesara is a translation into Setswana of Shakespeare’s Julius Caesar , by the renowned South African thinker, writer and linguist Sol T. Plaatje, who was also a gifted ...stage actor. Plaatje first encountered the works of Shakespeare when he saw a performance of Hamlet as a young man; it ignited a great love in him for the works of the Elizabethan dramatist. Many years later he translated several of Shakespeare’s plays into Setswana in a series called Mabolelo a ga Tsikinya-Chaka (‘The Sayings of Shakespeare’.) Dintšhontšho tsa bo-Juliuse Kesara went to print five years after Plaatje’s death, in 1937, published in the Bantu (later, African) Treasury Series by the University of the Witwatersrand Press.
His translations of Shakespeare’s plays into Setswana helped to pioneer and popularise a genre, the drama script, that was previously not well known in Southern Africa. It also showcased the rich range of Setswana vocabulary and served Plaatje’s aim of developing the language.
Dintšhontšho tsa bo-Juliuse Kesara is a translation into Setswana of Shakespeare’s Julius Caesar , by the renowned South African thinker, writer and linguist Sol T. Plaatje, who was also a gifted stage actor. Plaatje first encountered the works of Shakespeare when he saw a performance of Hamlet as a young man; it ignited a great love in him for the works of the Elizabethan dramatist. Many years later he translated several of Shakespeare’s plays into Setswana in a series called Mabolelo a ga Tsikinya-Chaka (‘The Sayings of Shakespeare’.) Dintšhontšho tsa bo-Juliuse Kesara went to print five years after Plaatje’s death, in 1937.
His translations of Shakespeare’s plays into Setswana helped to pioneer and popularise a genre, the drama script, that was previously not well known in Southern Africa. It also showcased the rich range of Setswana vocabulary and served Plaatje’s aim of developing the language.
This translation into Setswana of Shakespeare's Julius Caesar, by the renowned South African writer Sol T. Plaatje, showcases the rich range of Setswana vocabulary. First published in 1937, it ...popularised the playscript genre that was previously not well known in Southern Africa.
This study examines the experiences of students from rural backgrounds in higher education in South Africa in order to foster more equitable access and participation. Edward Soja's notion of spatial ...justice provides a platform for thinking about rurality and its impact on access and success in HE. Soja's trialectical account means understanding rurality historically, spatially, and socially, and enables exploration of spatial inequalities based on the interplay between rurality and HE. Data was collected within an interpretive, qualitative, case study design through document analysis, interviews, and focus groups. The findings reveal the inequalities that students experience in HE due to their rural backgrounds and the fact that their experiences, abilities, and knowledges are neither acknowledged nor valued in the university, often by the students themselves. This study contributes to understandings of the historical, social, and spatial foundations of inequality in HE and charts future directions for policy and practice.
Teachers in South Africa experience exceptionally high levels of bullying in the workplace, in particular, bullying that relates to their profession. As research has shown that the organisational ...culture can either inhibit or promote bullying, in this paper we consider the possibility that neoliberalism creates an environment for workplace bullying to thrive. Based on unstructured interviews with 4 educators, we draw parallels between what they subjectively perceived as workplace bullying within the hierarchical structure of the school and school system and the ideology of neoliberalism. The value of this study lies in the awareness that it could raise among managers in the education system of how the system actually influences their mind-set and actions.
This article explores the way in which values education is incorporated in the Life Orientation (LO) curriculum of the Senior Phase (Grades 7–9)i in South Africa. Researchers agree that in the light ...of the current need to regenerate morals and re-norm the nation, values are critical. From the moment they are born, children learn by observing adults; they mimic what they see, and repeat the words they utter. Parents and teachers have the greatest influence on a child’s upbringing and therefore have a responsibility to teach them about the core values that help them become well-rounded citizens. Theoretically, the study on which this article is based was located in the literature on approaches to implementing values education. The study employed a qualitative perspective, with a descriptive case study design. Participants include purposively selected school principals, school governing body (SGB) members, and LO teachers. The data was collected using semi-structured interviews and analysed using inductive thematic analysis. The analysis revealed that the values in the school LO curriculum were incorporated eclectically through explicit, implicit and critical approaches. On the basis of these findings, it is recommended that the school community sustain an eclectic approach to values education that covers learners’ holistic experiences.
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