A semiotic analysis of wordless picture books produced in the context of Kayamandi, Western Cape, South Africa

Ellmann, Maria Magdalena (2020-03)

Thesis (MA)--Stellenbosch University, 2020.

Thesis

ENGLISH ABSTRACT : Picture books can act as a foundation to introduce knowledge and tell stories in education, as well as a way to utilise wordless picture books and the value thereof. This can lead to an improvement in learners’ development. This study investigated how signs, symbols and signifiers serve many functions in human lives. The use of wordless storytelling is linked with the production of knowledge; not only knowledge and understanding, but also indigenous knowledge and way of knowing. Theoretical perspectives of semiotics, narratology, indigenous knowledge, social justice and diversity were used to inform the research. A research design in the form of a case study was used. Qualitative data collection techniques and non-probability sampling were used. The sampling consisted of the stories written by and observations of 22 learners and four teachers in focus group sessions. Five Grade 9 learners participated in four sessions, each writing their own stories, after which five illustrators illustrated the stories. A class activity was observed in which the wordless picture books were put into practice in a learning context. Four teachers were interviewed with regard to the semiotic use of the signs, symbols and signifiers in the wordless picture books. To understand the data collected, inductive content analysis was done. The findings and conclusions include the importance of using the correct signs, symbols and signifiers when portraying indigenous stories and knowledge in wordless picture books. This should however be realised. The diminishment of indigenous knowledge in education needs to be overcome, and this can be done by introducing context-relative knowledge in previously marginalised areas. The implications of the findings and conclusions from the representation of the wordless picture books and self-reflection by the educators are presented. Further implications include the promotion of indigenous knowledge and storytelling in wordless picture books. Better exposure to indigenous knowledge is necessary in education.

AFRIKAANSE OPSOMMING : Prenteboeke kan as grondslag in die onderwys dien om kennis oor te dra en stories te vertel, asook om woordelose kinderboeke en die waarde daarvan te benut. Die ontwikkeling van die leerder kan hierdeur plaasvind. Hierdie studie het ʼn ondersoek na die funksie wat tekens, simbole en aanwysers in mense se lewens vervul, behels. Die gebruik van woordelose storievertelling hou verband met die produksie van kennis; nie net kennis en begrip nie, maar ook inheemse kennis en die manier van ken. Teoretiese perspektiewe van semiotiek, narratologie, inheemse kennis, sosiale geregtigheid en diversiteit is gebruik om die navorsing te rig. ʼn Navorsingsontwerp in die vorm van ʼn gevallestudie is gebruik. Kwalitatiewe data-insamelingstegnieke en niewaarskynlikheidsteekproefneming is gebruik. Die steekproefneming het bestaan uit waarneming van die verhale wat geskryf is en die waarneming van 22 leerders en vier onderwysers tydens fokusgroepsessies. Vyf graad 9-leerders het in vier sessies hul verhale geskryf, waarna vyf illustreerders die verhale geïllustreer het. Tydens ʼn klas-aktiwiteit is waargeneem hoe die woordelose prenteboeke in ʼn leerkonteks aangewend word. Vier onderhoude is oor die semiotiese gebruik van die tekens in die woordelose prenteboeke gevoer. Ten einde begrip van die versamelde data te verkry, is induktiewe inhoudsontleding gedoen. Die bevindings en gevolgtrekkings sluit in dat die belangrikheid van die gebruik van die regte simbole in die uitbeelding van inheemse verhale en kennis in woordelose prenteboeke besef moet word. Die vermindering van die waarde van inheemse kennis in die onderwys moet oorkom word, en een manier om dit te doen, is om kontekstueel relatiewe kennis in spesifieke kontekste in te voer. Die implikasies van die bevindings en gevolgtrekkings in die voorstelling van die woordelose prenteboeke en selfbesinning deur die opvoeders word voorgestel. Verdere implikasies behels die bevordering van inheemse kennis en storie-vertelling in woordelose prenteboeke. ʼn Beter blootstelling aan inheemse kennis is in die onderwys nodig.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/107949
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