Away with Good Bantus: De-Linking African Language Literature from Culture, "Tribe" and Propriety

Autor/in	Mkhize, Nomalanga
Titel	Away with Good Bantus: De-Linking African Language Literature from Culture, "Tribe" and Propriety
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 15 (2016) 1, S.146-152 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022215613600
Schlagwörter	African Languages; Literature; Aesthetics; Ethnicity; Self Concept; African Culture; Correlation; Models; Universities; Teaching Methods; History; Multilingualism; Literary Genres; Foreign Countries; Foreign Policy; Moral Values; Whites; Censorship; Alienation; South Africa + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Literatur; Ästhetik; Ethnizität; Selbstkonzept; Culture; Kultur; Korrelation; Analogiemodell; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung; Mehrsprachigkeit; Multilingualismus; Literarische Form; Ausland; Außenpolitik; Moral value; Ethischer Wert; White; Weißer; Politische Zensur; Entfremdung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper argues that the "institutionalisation" model used by universities to spearhead the intellectualisation of African languages is a non-starter for taking African languages in new creative directions. The major constraint for African language literary culture is that written output has historically been heavily bent towards conservative themes, in which cultural pride and propriety take centre stage: that is, a literature that speaks to "Good Bantus". I argue that the literary tradition, particularly in schools and universities, has been marked largely by three characteristics: (i) the close linkage between ethnic identity and language; (ii) use of African language as cultural reclamation and pride; and (iii) narratological stagnation and lack of inventiveness in literary production. To bring life into African languages in the academy requires aesthetic inventiveness and transgression. For this to happen, literary regeneration ought to be at the heart of the African language intellectualisation project promoted by the academy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01