Browsing by Author "Ngwenya, Emmanuel Themba"

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    Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga
    (University of Zululand, 2010) Ngwenya, Emmanuel Themba; Khumalo, Z.L.M.
    Lezi zilimi okuyisiSwazi nesiNdebele zidala izingqinamba endleleni amagama esiZulu aphinyiswa, abhalwa kanye nafundwa ngayo. Lokhu kudala umonakalo olimini lwesiZulu. Izingane ezifunda isiZulu eSifundazweni saseMpumalanga zizithola zibhekene nenkinga yokungaqondisisi into eziyifundayo, eziyikhulumayo kanye naleyo eziyibhalayo. Indlela othisha abaqeqeshwa ngayo kanye nabafundisa ngayo inomthelela endleleni abafundi abafunda ngayo ulimi lwesiZulu. Okunye okuyimbangela yokulimala kolimi lwesiZulu ukuganiselana, ukufuduka, imingcele ehlukanisa imiphakathi, imisakazo elalelwa imiphakathi, izinkulumo zaMakhosi kanye nabaholi. Abazali banegalelo ekubhebhezeleni umthelela odalwa ulimi lwesiSwazi nesiNdebele ezinganeni ezifunda isiZulu ezikoleni zaseSifundazweni saseMpumalanga. Abazali abazikhuthazi futhi abaziseki ngokwanele izingane zabo ezifunda isiZulu njengoba benza kwezinye izifundo. Lokhu kudala ukuthi ulimi lwesiZulu lungavikeleki emthelelweni edalwa ulimi lwesiSwazi kanye nesiNdebele. Izingane ezifunda isiZulu ezikoleni zaseSifundazweni saseMpumalanga zibhekana nezingqinamba ngenxa yomphakathi eziphila phakathi kwawo. Umphakathi eziphila phakathi kwawo ukhuluma ulimi olungaba isiSwazi noma isiNdebele. Ulimi lwesiZulu lusebenza njengolimi lwasesikoleni, emphakathini kuvame isiSwazi nesiNdebele. Imitapo yolwazi etholakala emphakathini waseSifundazweni saseMpumalanga unezincwadi ezimbalwa ezibhalwe ngolimi lwesiZulu. Izincwadi eziningi ezitholakalayo ezolimi lwesiSwazi nesiNdebele. Ukwanda kwemijondolo emphakathini kuholela enkingeni yokuphuka kolimi ngenxa yokwanda kwabantu abaqhamuka ezingxenyeni ezahlukene zezwe. Bambalwa othisha abafunde bagogoda ulimi lwesiZulu abangumnsinsi wokuzimilela eSifundazweni saseMpumalanga. Iningi lo thisha livela eSifundazweni sakwaZulu- Natal, liyaye liphindele emuva uma ithuba livela. Izikhungo lapho kuqeqeshwa othisha abafundisa isiZulu azikho eSifundazweni saseMpumalanga. Kuncane ukusekwa okutholwa othisha besiZulu kuBaphathi bezikole. Izimali ezitholwa uMnyango wesiZulu zincane uma ziqhathaniswa neminye iminyango ezikoleni. Othisha besiZulu bafundisa amakilasi anezingane eziningi. Lokhu kudala ukuthi babhekane nomsebenzi onzima, bangakwazi ukwelekelela abafundi ngendlela efanele. Izinga okuphumelela ngalo abafundi besiZulu liphansi uma liqhathaniswa nalelo okuphumelela ngalo abafundi abafunda ulimi lwesiSwazi nesiNdebele eSifundazweni saseMpumalanga. Abafundi abazinikeli ngokusemandleni abo ukuze bahlangabezane nemizamo yawothisha. Abafundi kumele baziqhenye ngolimi lwesiZulu, lokho kuyodala ukuba ezinye izilimi zingabi nomthelela ongemuhle ekufundeni kwabo.
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    Ucwaningo ngesiko lenhlonipho njengensika yesizwe samaZulu
    (University of Zululand, 2017) Ngwenya, Emmanuel Themba; Khumalo, Z.L.M.
    The research is basically looking at respect and culture as building blocks of the Zulu nation. The main focus is on the impact of the historical and contemporary socio-cultural practices. Chapter one is the introduction of the research topic where the following sub-topics form part of the research proposal: background to the study, the problem statement, the purpose of the study, delimitation of the study, the study methodology, beneficiaries of the study, division of the chapters and the conclusion. Chapter two deals with formations and transformations in nation building by looking at beliefs, indigenous knowledge systems, mythology, culture and history. Chapter three is based on Whites supremacism and its influence on social , political, historical and industrial patterns. Whites came with systems aimed at controlling the psychological reactions of Africans and conditioning them to think of their culture as inferior and inadequate to deal with challenges that face them. Chapter four is looking at home as the point of departure for all socio-cultural activities. Family is home based and a key for social unit. Home is viewed as the source of primary education where respect is learned. Chapter five is based on the promotion, consolidation, development and valuing of cultural heritage, norms and values by utilization of available resources in order to restore culture of respect. Chapter six deals with the challenges facing the culture of respect which derive from misinterpretation of human rights acts, high level of crime, the abuse of drugs and alcohol, imperial ideologies, urbanization, western culture and civilization. Chapter seven covers the findings of research, recommendations of the research and the conclusion of the research.