2 research outputs found
Quelques formes incorrectes dans l'esquisse grammaticale de la langue des Elinga
No full textRésumé
Il s'agit d'une réaction de l'auteur à une note de lecture par Mboyo Bokama, originaire des Elinga de Boke2le, concernant son esquisse grammaticale du loli2nga2 de Lose2linga (Motingea 1994). Ces notes, basées essentiellement sur les données d'archives reflètent fidèlement la situation du loli2nga2 tel qu'il est parlé dans cette localité. Prenant à témoins les faits linguistiques consignés dans diverses publications de G. Hulstaert, Motingea essaie de montrer que ceux que Mboyo considère comme des fautes sont plutôt des différences qu'on peut constater entre les dialectes d'une même langue. Ces différences sont intéressantes pour la recherche historique.
Mots-Clés: Elinga; Boke2le, Lose2linga, loli2nga2, G. Hulstaert, lmng
Summary
This essay is the 's reaction to a note by Mboyo Bokama, original of the Elinga of Bokele, concerning his grammatical sketch of the lolinga of Loselinga (Motingea 1994). These notes, based essentially on archival materials, reflect the situation of the lolinga faithfully as it is spoken in this locality. Taking to witnesses the linguistic facts consigned in various publications of G. Hulstaert, Motingea tries to show that tha facts that Mboyo considers as mistakes are rather differences that can be noted between the dialects of the same language. These differences are interesting for historical research.
(Annales Aequatoria: 2002 23: 443-455
Reimagining Ubuntu in schools:A perspective from two primary school leaders in the Democratic Republic of Congo
No full textCommunalism, otherwise known as ‘Ubuntu’ in African literature, has come to signify the philosophical and ethical thought capable of transforming behaviours/lives and restoring the continent’s cultural identity. This potent energy is explored in this article with a critical discussion of the conceptual, cultural and operational statuses of Ubuntu. While inhumanity across Africa has prompted some to question its viability, others – including the author of this article – see, in these testing times, an opportunity to reinvent the concept. Using narrative data from two urban primary head teachers based in Kinshasa/Democratic Republic of Congo (DRC), the article highlights unique Ubuntu operational patterns of understanding others’ needs, negotiating and prioritising needs, assessing available resources, attending to others’ needs, and raised expectations and commitment to organisational goals. This process, it is noted, can successfully take place in the context of genuine dialogue; a compromise that not only prevents ‘bogus needs’ and looks beyond limited resources, but also serves the interests of both individuals and schools
