The quest for curricularisation of uMaskandi Zulu traditional music in higher education in the context of Africanisation

Yende, Sakhiseni Joseph; Yende, Nsizwazonke E

doi:10.31920/2633-2930/2022/v3n1a5

Cited by 4 publications

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“…Most of the region's countries continue to face significant developmental issues, even though several have advanced over the past 20 years. There is a growing understanding that without sufficient funding for education, Africa is unlikely to progress, especially in rural-based schools (De Villiers 2015;Du Plessis & Mestry 2019;Mugovhani 2011;Yende & Yende 2022a). According to Olugbenga and Olaniyan (2011), in Africa, for the past 25 years, there has been an increase in concern about the calibre of teachers and learning across the continent of Africa and particularly in rural-based schools.…”

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confidence: 99%

“…. Many African communities, according to various researchers, have a strong oral tradition in which knowledge, history, and cultural practices are transmitted orally from one generation to the next(Lebaka 2018;Yende& Yende 2022a). In this oral tradition, music is crucial since songs are how stories, legends, and cultural values are passed down from one generation to the next Idang (2018).…”

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Effectiveness of music education in developing and fostering reading and writing for learners

Yende

2023

Reading & Writing

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Background: It is well-known, but perhaps not well documented, that after the first democratic elections in 1994, South African education was declared standard. However, poverty is widespread in rural-based schools, which negatively impacts the development of quality education for learners. This is attributed to the unique challenges that learners in rural-based schools face that affect their quality of education. Apart from inadequate state funding, insufficient resources, and underqualified teachers, learners are faced with poor reading and writing in foreign languages such as English. Furthermore, teaching language incorporating music as a supportive tool has been neglected. Music can be a powerful tool for language teaching for several reasons. This has become a significant contributor and barrier to effective education.Objective: Therefore, from this background, this article aims to discuss the effectiveness of music education in developing and fostering reading and writing in rural-based schools.Method: A qualitative research method was used embedded within content analysis of existing scholarly writings.Results: Framed within music learning theory, the findings of this article reveal that music education plays an essential role in improving the readability of learners, especially in rural-based schools.Conclusion: This article concludes by affirming that music education is essential in developing and fostering the reading and writing of languages such as English in rural-based schools. However, this calls for the Department of Basic Education (DBE) to provide a proper music infrastructure in rural-based schools.Contribution: This article provides new insight about the role of music education in improving reading and writing for learners.

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confidence: 99%

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Effectiveness of music education in developing and fostering reading and writing for learners

Yende

2023

Reading & Writing

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Amabhinca subculture: re-branded expression of black masculinity in South African townships

Mthombeni

2024

African Identities

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Challenges Experienced by South African Indigenous Musicians: A Critical Discourse Analysis

Yende

2023

EHASS

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Framed within social constructivism theory, this article argued that government, organisations, and stakeholders could foster and promote collaboration, community engagement, cultural recognition and policy advocacy to address the socio-economic challenges faced by Indigenous African musicians. With an increasing number of indigenous African musicians who greatly contribute to the country’s cultural landscape, South Africa is well renowned for its incredibly rich and diversified heritage of music. However, due to modern influences and globalisation, there are growing concerns that indigenous African musicians are facing significant obstacles in the music industry that have implications for preserving and promoting cultural heritage. A sensitive endeavour that calls for careful navigation and adaptation is balancing classical aspects with modern musical genres. It was against this background that this article set out to critically discuss and raise awareness of the challenges experienced by South African Indigenous musicians. A qualitative research method was adopted together with critical discourse analysis as the primary methodology. The findings of this article pointed out that indigenous African musicians face several socio-economic challenges in pursuing their artistic careers. The findings of this article affirmed that there is a need to empower indigenous African musicians through educational programmes and financial support from various stakeholders to preserve South African culture, identity, and indigenous languages in the globalised world. Keywords: Cultural Heritage, Indigenous African Musicians, Indigenous Languages, Socio-economy, Sociomusicology

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The quest for curricularisation of uMaskandi Zulu traditional music in higher education in the context of Africanisation

Cited by 4 publications

References 0 publications

Effectiveness of music education in developing and fostering reading and writing for learners

Effectiveness of music education in developing and fostering reading and writing for learners

Amabhinca subculture: re-branded expression of black masculinity in South African townships

Challenges Experienced by South African Indigenous Musicians: A Critical Discourse Analysis

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