The role played by the South African educational institutions an publishing companies

Get Complete Project Material File(s) Now! »

Research setting

Setting is the site or place where an activity or event takes place. In this study, setting will, for example, refer to a context where a storytelling activity, interviewing process, storytelling conference, storytelling festival and/or storytelling workshop takes place. For the interview to be successful, authentic and credible, the setting and time should be determined by the respondent, but the interviewer should have access to the site. Neuman (1997:350) defines setting or field site as the context in which events or activities occur, a socially defined territory with shifting boundaries. He further identifies three relevant factors which are essential when choosing a field research site or setting: richness, unfamiliarity and suitability of data.

Interviewees

Since the main focus of this study is on professionalising storytelling in African languages, with the ultimate aim of redressing the compounding problem of unemployment in South Africa, the following individuals were interviewed: storytellers, SABC television and radio personnel, lecturers in the African Languages at universities, staff members of the Department of Education, the Department of Arts and Culture and the Pan-South African Language Board, directors of storytelling institutions and directors of community theatres which run storytelling festivals.

CODING SCHEME

A coding scheme is the first step in data analysis. Patton (2002:463) puts it that raw field notes and verbatim transcripts constitute the undigested complexity of reality. In order to simplify and make sense of that complexity, a content analysis is required. In a sense, a coding scheme is a way of developing some manageable classification, hence without classification there would be chaos and confusion. Content analysis involves identifying, coding, categorising, classifying, and labelling the primary patterns in the data (Patton 2002:463). This means analyzing the core content of interviews and observations to determine what is significant.

Selective coding

This is a process of selecting the core category, systematically relating it to other categories, validating those relationships, and filling in categories that need further refinement and development (Strauss and Corbin, 1990:116). The processes involved in selective coding are much the same as those in axial coding, but at a higher level of generality. The codes, or categories, are compared and a central, or core, code may be identified that provides a theoretical point of integration for the study (Liamputtong and Ezzy 2005:269). Liamputtong and Ezzy claim that some qualitative researchers reject the idea that there should be a “core” code or category, preferring instead to encourage complexity and multiplicity of interpretations (2005:270).

IDENTIFIED THEMES

The following themes were identified in this study: factors contributing to the non-professionalisation of storytelling; storytelling as part of the school curriculum and an autonomous discipline at institutions of higher learning; the establishment of storytelling organizations and storytelling circles; feasibility of professional storytelling; and ways and means of revitalising and professionalising storytelling.

Axial Coding

In acknowledging the Herculean task performed by the missionaries, Respondent D.9 maintains that he wanted to thank them for what they did because they brought the pen and the book, allowing people to record all they thought could not be recorded. He states that, even in this developing world, even in this oral-historical-telling world, our storytellers can now sit down and write. This view is echoed by Respondent D.30. Respondent D.13 and D.20 are of the opinion that the missionaries contributed positively because they brought education which allowed people to become literate.

TABLE OF CONTENTS :

• CONTENTS PAGE
• DECLARATION
• DEDICATION
• ACKNOWLEDGEMENTS
• KEY TERMS
• SUMMARY
• MANWELEDZO
• CHAPTER INTRODUCTION
  • 1.1 Background to the Study
  • 1.2 Statement of the Problem
  • 1.3 Statement of Aims
  • 1.4 Research Methodology
  • 1.5 Research Questions
  • 1.6 Hypotheses
  • 1.7 Definition of Terms
  • 1.8 Organisation of the Study
  • 1.9 Conclusion
• CHAPTER REVIEW OF THE LITERATURE
  • 2.1 Introduction
  • 2.2 The problem of nonprofessionalisation of storytelling in Venḓa
    • 2.2.1 The advent of missionaries in South Africa
    • 2.2.2 The role played by the Europeans and early African scholars
    • 2.2.3 The role played by the South African educational institutions an publishing companies
    • 2.2.4 The mass media
    • 2.2.5 Urbanisation and industrialisation
    • 2.2.6 Economic status of African storytellers
  • 2.3 Conclusion
• CHAPTER METHODOLOGY AND DATA GATHERING PROCEDURES
  • 3.1 Introduction
  • 3.2 Research Methodology
  • 3.3 Design of the Present Study
    • 3.3.1 Sampling
      • 3.3.1.1 Population
      • 3.3.1.2 Sampling techniques
      • 3.3.1.3 Sampling size
    • 3.3.2 Procedure
    • 3.3.3 Data Collection
      • 3.3.3.1 Data Collection Techniques
      • 3.3.3.1.1 Questionnaire
      • 3.3.3.1.2 Interviews
      • 3.3.3.1.3 Secondary sources
      • 3.3.3.1.4 Observation
    • 3.3.4 Research Setting
    • 3.3.5 Interviewees
    • 3.3.6 Reliability and validity in qualitative research
    • 3.3.7 Ethical issues
    • 3.3.8 Problems encountered in the fieldwork
  • 3.4 Conclusion
• CHAPTER  ANALYSIS AND INTERPRETATION OF DATA
  • 4.1 Introduction
  • 4.2 Transcribing the Data
  • 4.3 Data Analysis Process
  • 4.4 Coding Scheme
    • 4.4.1 Open Coding
    • 4.4.2 Axial Coding
    • 4.4.3 Selective Coding
  • 4.5 Identified Themes
    • 4.5.1 THEME 1: Factors contributing to the nonprofessionlisation of Storytelling
    • 4.5.1.1 The advent of missionaries
    • 4.5.1.1(a) Open Coding
    • 4.5.1.1(b) Axial Coding
    • 4.5.1.2 . The first African scholars
    • 4.5.1.2(a) Open Coding
    • 4.5.1.2(b) Axial Coding

• CHAPTER FINDINGS AND RECOMMENDATIONS
  • 5.1 Introduction
  • 5.2 Synthesis of Findings and Recommendations in terms of Data Analysis
    • 5.2.1 The missionaries colonised people’s minds in such a way that they forgot their culture
    • 5.2.2 The first African scholars were oblivious to any monetary benefit to be gained from storytelling
    • 5.2.3 Storytelling is regarded as an ancient, nonprogressive, lowly and plebeian art form
    • 5.2.4 The entertainment facet as the only primary purpose of storytelling
    • 5.2.5 Some proficient storytellers forsake storytelling because of a lack of incentives in the storytelling industry
    • 5.2.6 There is no formal institution recognised by SAQA that trains storytellers in South Africa
    • 5.2.7 The unavailability of storytelling specialists in the South African libraries as a hindrance to storytelling development
    • 5.2.8 Using urbanisation and industrialisation in the advancement of storytelling
• CHAPTER CONCLUSION
  • 6.1 Introduction
  • 6.2 Review of the Research
    • 6.2.1 Background of the study and the research problem
    • 6.2.2 Literature review
    • 6.2.3 Research methodology
    • 6.2.4 Data analysis
    • 6.2.5 Research findings and interpretation
  • 6.3 The success of professionalised storytelling and storytellers thus far
  • 6.4 The implications of professionalisation for teaching
  • 6.5 The implications for further study
  • 6.6 Limitations of the study
  • 6.7 Conclusion
  • REFERENCES

GET THE COMPLETE PROJECT
PROFESSIONALISING STORYTELLING IN AFRICAN LANGUAGES WITH SPECIAL REFERENCE TO VENḒA