Department of English, Media Studies and Linguistics

Permanent URI for this community

https://univendspace.univen.ac.za/handle/11602/1963

Browse

Now showing 1 - 20 of 70

Open Access
The accessibilty to English as the Second Language of learning and teaching in selected Public Primary schools of Vhembe District
(2017-08-18) Madima, Shumani Eric; Phaswana, N. E.; Klu, E. K.
See the attached abstract below
Embargo
Adult's perceptions of the influence of social media on youth: A case study of Matoks Youth in Limpopo Province, South Africa
(2025-05-16) Mapasha, Minkie Ngokoana; Mabika, M.; Chauke
Social networking has become a common international trend that has spread its reach to almost every corner of the world. The use of social media sites has evolved into an online platform where people create content, share it, bookmark it and network at a prodigious rate. Among the prominent users of social media are the youth. This study explored the perception of adults on the influence of social media on youth behaviour change in Matoks, Limpopo Province. The research sample consisted of eighteen (18) respondents, both nine (9) males and nine (9) females, whose ages ranged between 36 and 39 years, who owned mobile phones and who had social media accounts, which enabled them to see what the youth in Matoks are doing compared to what they are exposing themselves to and/or posting on social media. Purposive sampling was adopted to sample the study population members. The method used to collect data was the semi-structured interview. The study found that social media has both positive and negative impacts on youth behaviour change of the young people in Matoks, depending on users’ interests and how they use social media. These findings showed that young people in Matoks use social media platforms such as TikTok, WhatsApp and Facebook to communicate with their friends and families, whereas some use them to receive updates, recent vacancies and news update. The study also found that social media enables young people in Matoks to stay up to date, produce content, and even take part in social activities related to causes that are important to them, including racial justice and climate change. On the contrary, other findings revealed that social media use affects the mental health of the young people in Matoks negatively.
Open Access
An evaluation of the English Language component of the mature students' entrance examinations into selected Ghanaian Universities
(2021-06-23) Asafo - Adjei, Ramos; Klu, E. K.; Adika, G. S.K.; Maluleke, M. J.
In Ghana, there are two main ways of gaining admission to the undergraduate university system. These are the West African Senior School Certificate Examination (WASSCE) and the Mature Students’ Entrance Examinations. The latter examination is mainly conducted internally by the universities in order to select the successful applicants for enrolment. This is on condition that the test takers have prior working experience in the fields that they want to attain their respective certificates and aged twenty-five years and above. This study mainly sought to evaluate the nature and scope of the English language component of the Mature Students’ Entrance Examinations into selected Ghanaian universities. The present study adopted the multiple case study design as its primary technique. The sources of data used were responses from in-depth interviews and the past questions of the English language component of the Mature Students’ Entrance Examinations. Thematic content analysis and document analysis were employed to analyse the data. Berry’s (2018) test development model underpinned this study. The sample for the study (mainly the lecturers who set the English language component of the Mature Students’ Entrance Examinations questions and the past questions of the English language component of the Mature Students’ Entrance Examinations) were drawn from six universities. It was found that the English language component of the Mature Students’ Entrance Examinations fell short of both the WASSCE and the IELTS standards in areas such as the uniformity of the questions set, the basic language skills tested, the criteria used for setting the questions and the topical areas (competences) tested in the examination. It is recommended that a formal regulatory body be formed by Ghana’s Ministry of Education to control and coordinate the English language component of the Mature Students’ Entrance Examinations as WAEC does for the WASSCE in order to enhance the standards of the examination.
Embargo
An investigation into the use of digital media to promote indigeneous African Languages: the case of digital terrestrial television on SABC
(2025-05-16) Ramalahla, Sello Keith; Chari, T.; Chauke, F. H.
Digital media play an important role in promoting marginalised languages, particularly in the broadcasting sector, where they play second fiddle to English language. The unequal status in South Africa has resulted in increased social isolation and discrimination of indigenous African languages, the erosion of heritage and local cultural identities. Speakers of indigenous African languages have limited choices on television because indigenous African languages are either non-existent or limited on television due to the prioritisation of the English language. On the South African Broadcasting Corporation (SABC) some programs in indigenous languages are ghosted in English to accommodate others who do not understand African languages. Misrepresentation of indigenous African languages has resulted in marginalisation of indigenous languages amongst 24-hour live-broadcast news channels. Linguistic inequality on television and digital media can manifest itself in several ways, such as discrimination or promotion, and unequal access to public services. However, very few studies have focused on how digital media could be leveraged to promote indigenous African languages, particularly in post-colonial contexts such as South Africa. Underpinned by the public sphere model and Jurgen Habermas’s theory of the public sphere, this qualitative study examined the role of digital media in promoting African indigenous languages on the South African Broadcasting Corporation (SABC) Digital Terrestrial Television (DTT). The study focused on how digital media were used to promote indigenous African languages on SABC DTT, how these digital technologies enhanced audience participation on SABC DTT, and the strengths and limitations of these digital technologies as vehicles for promoting indigenous African languages on SABC DTT. Data were collected using a semi-structured interviews with purposively selected 20 participants comprising of five (SABC) officials and 15 members of the audience, participant observation as well as document analysis. Textual data obtained through interviews were thematically coded and presented in narrative form. The study revealed, notwithstanding the limitations associated with these digital technologies, that the use of digital media on SABC DTT to promote indigenous African languages, has been transformative through laying the foundation for the preservation and revival of these languages. This study further argued the integration of digital media for the promotion and continued existence of these languages bridges the gap between the public broadcaster and citizens, thereby enhancing a sense of belonging and public citizenship.
Open Access
Analysis of English language errors in the writing of second year students in a Ghanaian university
(2021-06-23) Mandor, Evelyn Joyce; Klu, E. K.; Adika, G. S. K.; Lambani, M. N.
The writing of undergraduate students in universities across Ghana has been described as pitiable by many researchers. To be able to communicate effectively and succeed in an academic discourse community, a student requires sufficient competence in the use of the English language, which is the medium of instruction in universities across Ghana. However, it is observable that most of the students’ writing in the English language tends to be fraught with some recurrent errors. Data collected were in the form of written compositions. A mixed-method comprising both qualitative and quantitative procedures was used. The qualitative aspect looked at error taxonomies and the quantitative aspect employed statistics to obtain error frequencies. The errors in the writing of Second Year students of a Ghanaian university were analysed using Error Analysis procedures. The findings revealed that students demonstrated poor writing skills with inherent grammatical errors and a lack of cohesion and coherence. A total of 16 error categories were detected with 25% (expression, omission, spelling, capitalisation) of the total errors ranking very high in terms of frequency of occurrence. This was followed by plurality, addition, choice of words and concord making up another 25% of the total errors detected. Errors such as tense, punctuation, preposition, pronoun, faulty parallelism, fragment, wrong transition and article although ranked low, made up a total of 50%. Based on the findings, the study suggested a revision of the academic syllabus and the methods of learning and teaching English language, especially at the tertiary level to enable students to demonstrate competence concerning English language compositions.
Embargo
Analysis of punctuation errors committed by Grade 10 learners in English First Additional Language at a private school in Vhembe District of Limpopo Province
(2025-09-05) Gayi, Evelyn; Madima, S. E.; Klu, E. K.
The study analyses punctuation errors committed by Grade 10 learners at a private school in the Vhembe District of Limpopo Province. It focuses specifically on punctuation mark errors committed by Grade 10 learners in English First Additional Language within the context of transactional writing, which is common both at school level and beyond. There is a concern by teachers and researchers on how and why learners overlook punctuation. Although often overlooked, punctuation plays a crucial role in conveying meaning and ensuring that written texts are clear and understandable. The quality of written work is judged not only on its content but also on the correct use of punctuation—such as capital letters, commas, full stops, sentence construction and paragraph boundaries. The study is guided by the Pause and Effect Theory by Parkes, which posits that punctuation serves as a tool to enhance the understanding of a text and historically received considerable attention from those tasked with correcting manuscripts. A case study design was adopted, employing a qualitative research method with purposive sampling. The total population of the school is 561 learners, from which 51 Grade 10 learners’ texts were purposively sampled. Of these, 20 written texts were randomly selected for detailed analysis in English First Additional Language and to give each individual potential participant an equal chance of participation. These twenty (20) essays texts were analysed using both quantitative and textual analysis to establish learners’ competence in punctuation. The findings were then analysed thematically and statistically. Data were grouped according to themes; presented in tables and compared using percentages. The study found that learners commonly make punctuation errors in their essays. These included misplacement, omission, and unnecessary addition of punctuation marks. The study further revealed contributing factors to these errors: carelessness, writing in haste, confusion, lack of skill and knowledge in using punctuation, lack of motivation and practice, intra-lingual and inter-lingual influences, and most notably, inadequate teaching of punctuation rules by language teachers.
Open Access
An analysis of the land issue as portrayed in selected novels by Ngugi wa Thiong'o
(2011-11) Mondo, Lysta
See the attached abstract below
Open Access
An analysis of written concord errors among Grade 12 First Additional Language learners in Vhembe District of Limpopo Province, South Africa
(2017-05) Nndwamato, Ndivhudzanyi Michael; Lambani, M. N.; Klu, E.;
Learning English as a second language by the South African learners of English First Additional Language (FAL) causes many challenges, such as committing errors in concord as there are differences between the learners’ mother tongue and the target language. Even at Grade 12 level, which is the exit point to institutions of higher learning or to the workplace, learners still display some deficiencies in the mastery of the English concord. This happens despite the fact that, in many South African schools, English is used as a medium of instruction and learnt as a First Additional Language (FAL) especially at high schools. Through the analysis of the written concord errors committed by the 72 of the 720 sampled Grade 12 English FAL learners in Vhembe District, the study answered to two questions which formed its cornerstone which are: what are the most common types of written concord/ subject-verb agreement errors which are committed by Grade 12 FAL learners and what are the causes thereof? The study employed both the quantitative and the qualitative methods to pursue the primary question. Learners responded to the questionnaires and the researcher also analysed their teacher-marked English FAL composition scripts with the focus on concord/subject-verb agreement usage. The findings were that concord/subject-verb agreement was a challenge to the majority of the participants. There was not even a single question which recorded a 100% correct entry. The question on collective nouns was found to be the hardest to the participants while comparatively, the singular indefinite pronoun question recorded the best results. The learners’ written compositions were also found to have been marred by concord/subject-verb agreement errors. In most instances, the learners had resorted to simple sentences avoiding the complex sentence construction as those would have required complicated application of concord/ subject-verb agreement usage. Based on the findings, the following recommendations were made: teaching of grammar should be intensified, and that teachers of English should be retrained even if it will be through the in-service programmes
Open Access
The application of command responsibility in informal civilian relationships for international crimes - lessons from the ICTR
(2017-02) Tapiwa, Agripa Mhuru
See the attached abstract below
Open Access
Aspects of Written English Language Errors Made by Level-One Students in a South African University
(2023-05-19) Demana, Vincent Ndishunwani; Klu, E. K.; Maluleke, M. J.; Kaburise, P.
Several researchers have raised concerns regarding the perpetual decline of the standard of English proficiency of South African university students in their written production. To be able to cope with university studies and everyday communication in English, a student must have the required proficiency in English language usage for tertiary education. Majority of them, however, still produce erroneous English utterances in their oral and written performances. As a result, this study was intended to investigate the errors in a corpus of essays written by level-one students at a South African university. To achieve the objectives of the study, fifty (50) essays written by level-one students who had registered for English Communication Skills (ECS1541) in the 2021 academic year were analysed. Cluster sampling was used to select the research participants. The study adopted document analysis technique in which data were collected by means of an essay task on a given topic. The study adopted a combination of the Linguistic category and the Surface structure taxonomies to allow a more comprehensive examination and description of errors from different analytical perspectives. The findings revealed that the students committed a total of 445 errors in their written productions. They were errors of omission (41.35%), addition (26.29%) and misformation (32.36%).These errors were further broken down to the following language aspects: copula ‘be’ and other auxiliaries 92 (21%), third person singular 81 (18%), pronoun 79 (18%), preposition 62 (14%), plural marker ‘-s/-es’ 59 (13%), article 32 (7.2%), coordinating conjunction ‘and’ 16 (3.6%), apostrophe ‘s and possessive ’s 14 (3.1%) and past tense markers 10 (2.2%). The possible causes of errors committed were ascribed to a variety of factors including cross- linguistic differences between English and the students’ L1, overgeneralisation, carelessness on the part of the student, insufficient mastery of the English language system and hypercorrection resulting from the students’ strict observance and over-caution regarding the English language structure. Based on the study findings, the study recommends strategies that may offer invaluable insights to English language teachers, module facilitators and curriculum designers operating in similar contexts.
Embargo
Assessing Final Year Secretaryship and Management Students academic writing proficiency in Ghanaian Technical Universities
(2025-09-05) Mensah, Gifty Serwah; Klu, E. K.; Sikitime, T. E.; Demana, N. V.
Academic writing plays an important role in the academic discourse community. In all higher education across the world, writing plays an indispensable role because students need to write assignments, examinations, academic reports and field or laboratory reports. Writing is a fundamental skill that underpins students’ academic success in university studies. It is, therefore, expected by lecturers that final-year university students demonstrate adequate writing competences but unfortunately, in Ghana and beyond, many final-year university students are unable to exhibit high levels of competence in their writings. This is because many of them lack the abilities needed to successfully communicate in writing. The primary aim of the study was to assess the academic writing proficiency of final-year university students. The multiple case study design was used for the study. In-depth interviews were used to elicit data from four lecturers and forty final-year students of Secretaryship and Management Studies from four selected Technical Universities in Ghana. Additionally, test scripts were analysed. In analysing the data, thematic content analysis and document analysis were used. Error Analysis, Cognitive Processes Theory, Schleppegrell’s (2004) model of academic written language, and Halliday and Hasan’s framework on cohesion undergirded the study. The interpretivism and constructivism paradigm underpinned the study, and the research approach was qualitative. The study's sample consisted of four (4) lecturers who taught Secretarial English from the Secretaryship and Management Studies Department, forty (40) final-year students conveniently selected from the Department, and sixty (60) examination scripts purposively selected from the same Department of the four selected technical universities. It was found that final- year university students in technical universities in Ghana were not proficient in their academic writing. They committed grammatical, mechanical, content and structural errors. It is recommended that students be given the necessary interventions needed to overcome the challenges identified. Universities and educational systems should integrate academic writing interventions directly into their curricula to effectively address and overcome the widespread challenges students encounter in academic writing.
Open Access
Assessment of the Medium of Instruction on Pupils Academic Performance in Literacy: a Study of Selected Lower Primary Schools in Ghana
(2017-05-18) Ansre, Margaret Ama; Klu, E. K.; Kaburise, P. K.; Mulaudzi, L. M. P.
This research assesses how the choice of a particular medium of instruction supports Primary Class Three (P.3) pupils’ academic performance in literacy. The need for this research has been occasioned by the inconsistencies that exist in Ghana’s language-in-education policy. The current language-in-education policy allows for only the dominant language of the community, in which a school is situated, to be used as medium of instruction, even when pupils speak different languages in one P.3 classroom. The research adopts a mixed methodology approach and uses purposive sampling technique to select a total sample of 317 participants. This number comprises pupils, teachers, parents and other stakeholders in education from 8 schools within 3 municipalities in the Greater Accra region of Ghana. Five (5) of the schools use English medium of instruction and three (3) schools use Ghanaian language or mother-tongue. Data collection tools for the research are interviews, participant’s observations, video recordings and diagnostic tests. The main finding, based on the test results of the research, establishes that when mother-tongue and English are compared as mediums of instruction from Kindergarten One (KG1) up to P. 3, there is no significant difference pupils’ academic results in literacy. In view of this, the research advocates for further debate on other factors that support pupils academic performance in literacy, in addition to mother-tongue and English medium of instruction in lower primary schools.
Open Access
Attitudes of youth towards television news broadcast in the indigenous african languages: the case of students at the University of Venda
(2022-07-15) Sathekge, Suzan Manki; Chari, T,; Makananise, F. O.; Madima, S. E.
On average, youth in South Africa are more inclined to watch and listen to news broadcast in English language than in indigenous African languages. This trend is likely to contribute to underdevelopment, and extinction of the indigenous African languages in South Africa. However, these concerns are based on casual observations rather than scholarly investigations. This study explores attitudes of the youth towards news broadcast in indigenous African languages at the University of Venda in Limpopo Province, South Africa. An exploratory sequential mixed method was utilised to firstly establish trends in attitudes of youth towards news broadcast in African indigenous languages and later explain the underlying reasons for the language preferences. A self-administered questionnaire was used in the first phase and focus group discussions were used in the second phase to collect data from purposively selected students in the School of Human and Social Sciences at the University of Venda in Limpopo Province, South Africa. Quantitative data was analysed descriptively through Statistical Package for Social Sciences version 26 while qualitative data were analysed using Thematic Content Analysis. The study revealed that most youth are inclined to watch news broadcast in the English language because of the perceived benefits and content richness. On the other hand, news broadcast in African languages were shunned due to limited socio-economic benefits associated with these languages. The study provides important insights into possible strategies for enhancing promotion of indigenous African languages in South Africa through further their development and incorporation into the socio-economic practices.
Open Access
The choice of English as a language of learning and teaching (LOLT) in selected public primary schools of Vhembe District
(2019-09-20) Mudau, Angeline Thikhathali; Dube, B.; Madima, S. E.
The study investigates why English is chosen as a language of learning and teaching by School Governing Bodies in selected public primary schools in Vhembe District. Historically, only English and Afrikaans were regarded as official languages that could be used as media of instruction in schools. The advent of democracy in 1994 saw nine most spoken languages in South Africa, besides English and Afrikaans, being elevated to the level of official languages. These languages included Tshivenda, Sepedi, Xitsonga, Sesotho, Seswati, isiZulu, isiXhosa, Setswana and isiNdebele, Since the South African constitution guarantees equal status to all the eleven major languages that are spoken in South Africa, one would expect to find schools choosing other languages, besides English, as a language of learning and teaching. The Language-in-Education Policy Act of 1997 stipulates that, for the first three years of schooling, learners should be taught in home language. The South African Schools Act number 84 of 1996, gives the mandate to determine the language of learning and teaching to School Governing Bodies (SGB). Amidst this freedom of choice, English remains the language of choice in public primary schools of Vhembe District. Studies have indicated that learners cannot cope with the sudden switch from home language to English, and that they end up failing or even dropping out of school. This study aimed to find out why English remains the language of choice for learning and teaching despite the fact that SGBs have the power to choose indigenous languages. The study was undertaken in the following municipalities: Collins Chabane and Makhado. A collective case study was used as a research design. Twelve respondents, from six selected schools, namely; six SGB chairpersons and six school Principals participated in the study. Respondents were purposively selected because they were the ones responsible for school governance matters. Three data collection methods were used, namely; observations, interviews and document anlysis. Data were analysed using thematic analysis. Findings revealed that SGBs lack capacity to execute their duties as school governors, and that English remains the language of choice because of the status it has in the economic and academic world. The study also found that SGBs cannot choose African languages because they are not developed as languages of science and technology. Conclusions drawn from this study are that SGBs do not participate in the v drafting of the language policy because most members are illiterate and are not aware of the power vested in them by SASA to determine the language policy of their schools. The study also concluded that home languages are not chosen as media of instruction because there are no learning and teaching materials in those languages, and also that home languages are not used as media of instruction in secondary schools and tertiary institutions that admit learners from these primary schools. A major recommendation of the study is that indigenous languages should be developed into languages of science and technology if they are to be used as languages of teaching and learning, and that there should be a programme designed to assist grade 4 learners with the transition from using home language as medium of instruction, to using English as medium of instruction.
Open Access
Deconstructing the image of the African women: A study of selected works by Yvonne Vera
(2018-09-21) Mabuto, Ann Marevanhema; Sewlall, H.; Oduwobi, O. A.; Motlhaka, H. A.
The prevalence of patriarchal norms and the privileging of the African man in African literary works gradually led to an erasure of women‘s identities, thereby leaving them to hold peripheral positions. This has motivated African women critics to engage in linguistic and performative methodologies to restructure African women‘s status in postcolonial writings. Using feminist literary theory, Marxist literary criticism and postcolonial theory, among others, this study explores the changing images of women as depicted in a selection of Yvonne Vera‘s works, namely: Butterfly Burning (1998); Under the Tongue (1996); Without a Name (1994) and Nehanda (1993). Close reading and textual analysis are employed in examining the strategies devised by Vera to assess patriarchal attitudes that suppress women as well as reconfiguring their identities. This study is inspired by the desire to investigate the techniques employed by an African woman writer in speaking against marginalisation, exploitation and oppression of women in a postcolonial literary environment. Of primary concern to this study, is an examination of how Vera unleashes, re-writes and re-negotiates the potential of an African woman in her novels. This study distinctly shows that, as a subaltern writer, Vera reconfigures her female characters‘ identities through social and economic liberalisation. It is clear in this study that economic liberty has a great impact on the life of an African woman. This study contributes to the growing body of works that appreciates women writers‘ efforts in transforming, reifying and reinstating the image of African women in fictional works.
Open Access
The depiction of female experiences in selected post-2000 South African narratives written by women
(2016-05) Nyete, L. T.; Dube, B.; Ramaite, P. E.
See the attached abstract below
Open Access
The depiction of Homelessness in K. Sello Duiker's Thirteen Cents and Phaswane MPE's Welcome to Our Hillbrow
(2018-05-18) Mahori, Freddy; Nengome, A. Z; Rafapa, L. J.
In this study, I explore the depiction of homelessness in K. Sello Duiker’s Thirteen Cents (2000) and Phaswane Mpe’s Welcome to Our Hillbrow (2001). Against the background of post-colonial and transcultural theories, I explore the effects of homelessness on select characters depicted in the two novels, particularly how homelessness and its effects impact on the characters’ identity and human dignity, as some of the themes which the two authors deal with. I achieve this through a close analysis of themes, characterisation and style as well as a demonstration of how the metaphor of the plight of the homeless is drawn from the experiences of the homeless characters portrayed in the novels. I establish, through this study, that the two novels depict characters on whose identity and human dignity, colonialism had an adverse impact. I argue that the corroded dignity and identity of the select homeless characters can be restored through the application of the tenets of transcultural theory. I consistently identify the central morals of the two novels under study as highlighting the need for society to address the plight central to the two novels’ major themes of homelessness, poverty, identity and human dignity against the backdrop of postcoloniality and transculturalism.
Open Access
The depiction of migration and identity in Zimbabwean Literature from 1980-2010
(2015-08-05) Musanga, Terrence; Manase, I; Muponde, R
This thesis analyses the relationship between migration and identity in Zimbabwean literature from 1980 to 20 I 0. It employs an eclectic/interdisciplinary theoretical approach in its exploration of the relationship between migration and identity in Zimbabwean literature. However, prominence is given to certain strands of postcolonial theory that privilege issues of migration, identity and globalisation. The study offers a historical trajectory of the patterns and shifts of the Zimbabweans' migratory experiences within and across the borders of Zimbabwe, as mirrored in the selected literature. The nexus between migration and identity in Zimbabwe is closely related to the history and fate of the Zimbabwean nation state. This history is marked by instability and fracture and has key defining moments that are critical in determining the nature of the generated ontological insecurities and the subsequent nature, shifts and patterns of the migratory experiences of Zimbabweans. In addition, the migratory patterns and shifts can be very instructive in illustrating how Zimbabweans mediate, negotiate and construct their identities and at the same highlight the ambivalent nature of their relationship to the Zimbabwean nation state. Focus within the borders of Zimbabwe is on the patterns and shifts of the migratory experiences that are aligned to the colonising structure that witnessed a dichotomised urban/ rural space which continue to exist in post-independent Zimbabwe. This inherited colonial dichotomised rural/urban space is problematised in an attempt to decipher the more subtle migratory patterns and shifts, such as rural to rural, urban to urban and urban to rural migrations, and their impact on identities. Furthermore, the study seeks to expand our understanding of migration from the conventional physical and linear narrative to include migrations of a discursive, dialogical and spiritual nature. The study will also explore and problematise the impact of transnational migration that got accentuated in 2000 because of the heightened Zimbabwe crisis and globalisation on the construction of diasporic identities in Zimbabwean literature. Selected texts from both black and white Zimbabwean writers will be used to explore the various issues raised above.
Open Access
Determinants of performance in English First Additional Language in the FET Phase of Grade 12 learners: a case study of selected schools in Vhembe District, Limpopo Province
(2017-09-18) Maposa, Benjamin; Kaburise, P. K.; Klu, E. K.; Lambani, M. N.
See the attached abstract below
Open Access
(Dis)Locations, (Dis) Placements and (Un) Belonging in Zimbabwean White Farmer's Auto/biograhies 1995 to 2010
(2021-06-23) Tshuma, Pios; Ndlovu, I.; Muchemwa, K.
This study interrogates white auto/biography and exposes the ambivalences, ambiguities, paradoxes and dilemmas that arise in the claims for belonging and the premises for the authority behind such claims. It gestures to white autobiography and biography writing as an opening to what in Zimbabwe has been suppressed as dangerous apocryphal writing. The thesis focuses on the interweaving of autobiographies and biographies and that although this interweaving generates polyphonic narratives that refuse totalizing discourse, this compromises claims to belonging by the authors’ claiming to be legitimate figures whose writing espouse the white community’s contestation of the abrogation of their citizenship and mastery in economic production while that legitimacy is queried by counter narratives in the same books. Through poststructuralism, deconstruction and Levinas’s alterity theory, identity and (un)belonging are posed as unstable and schizophrenic. Both autobiography and biography are investigated as already primed to disband centers of totalizing discourses which are discourses that restrict or mute the voice of the subaltern. Identity as heterogeneous is promoted as this thesis privileges identity as provisional and seeks to oppose teleologies and ideological closures. Using the selected texts, the study explores and analyses concepts and conceptualizations of ideology and space, intertextuality as the intersecting of biographies and autobiography, fiction and nonfiction and authorial detachment/attachment.