The primary data for the study was sourced from four Kiswahili novels namely, Vuta n‟kuvute, Kufa Kuzikana, Kipimo cha Mizani and Tumaini. The main tools for data collection included the „Hermeneutic triad‟ reading model. In addition, questionnaires and focused discussion groups were utilized to collect data to establish whether there is a cultural communicative act performed in the reading of the selected novels.
3.7.1 The ‘Hermeneutic Triad’ Reading Model
The „Hermeneutic triad‟ reading model facilitated a systematic analysis of the generational conflicts as depicted in each one of the selected novels. Paul Hernadi (Czarniaswska, 2004:60) recommends three steps of reading a novel namely; explication, explanation and exploration. The three steps address three critical questions: Explication addresses the question; what does the text say? Explication entails a semantic reading of the text where the reader stands under the text (Frye, 1957). The key question in respect to this study was; „what kind of generational conflict is captured in this novel?‟ At this level, the researcher endeavoured to establish the overt conflicts by identifying the conflicting parties and the basis of their conflict. The explication stage in turn elicited the specific generational conflicts portrayed in the selected novels captured in the fourth chapter.
The explanation stage focuses on the question: How does the text say what it says? Here the researcher sought to identify the narrative strategies deployed by the authors to transmit the identified generational conflicts. Narrative voice and focalization narrative strategies were examined in terms of how they facilitate the communication of specific generational conflicts in the four Kiswahili novels. This discussion is undertaken in fourth and fifth chapters of this study.
Exploration is the third and final stage which addresses the question; what do I say about what is said in the text and how it is said? To answer this question, the researcher set out to evaluate the narrated story based on how it is presented in the text. At the exploration stage, the reader assumes the role of the author and stands in for the author (Frye, 1957). At this juncture, the reader brings in his/ her experiences in order to make sense of the story as depicted in the text. Moreover, the context in which the novel is produced and read is also taken into account. Exploration entails reading the text semiotically whereby the reader (critic) constructs a new text out of what s/he has read (Eco (1990). In this study, the findings
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and conclusion captured in the fifth and sixth chapters respectively constitute the exploration reading stage.
The Hermeneutic triad reading model thus facilitated both semantic and semiotic reading of the novels which is critical to any literary analysis (Frye, 1957; Eco 1990). Moreover, to unearth the deeper meaning of the narrated story in a narrative text, the reader must undertake what Chatman (1978:41), calls “reading out”23 the story. The model expedited the “reading”
of the theme of generational conflict (as part the story) in each novel and also “reading out”
the specific generational conflicts in the four novels.
3.7.2 Focus Group Discussions
In the period between January and May 2011 and July and September 2012, a field research was conducted to solicit autobiographical and biographical information from the authors and literary critics. The second field trip was mainly to obtain views from Form Six pupils and teachers in Tanzanian High schools where Vuta n‟kuvute is currently one of the Kiswahili set books. Focus group discussions with literary critics constituting eighteen (18) Kiswahili University lecturers (and professors) from Kenyan and Tanzanian universities were conducted. Specifically, discussions were held with two lecturers (professors) from the University of Nairobi, four from Kenyatta University, three from Moi University, three from Maseno University, one from United States International University (USIU) in Kenya and five from the University of Dar es Salaam in Tanzania. Using this instrument, information to illuminate the findings from textual analysis was obtained. This field study in turn compliments the exploratory reading of Vuta n‟kuvute in particular within the framework of Hermeneutic triad.
3.7.3 Unstructured Interview Schedule
Unstructured interview schedule calls for the researcher to come up with specific topics to be covered during the interview. In this approach, the aim is to get the informant to freely produce as much more information as possible (Sharma et al. 1983:141). This instrument was quite useful in carrying out the contextual analysis of the selected novels. It yielded biographical information that shows how gender and historical backgrounds of the authors of
23“Reading out” is an interlevel process of reading a narrative text as opposed to an intralevel one which Chatman claims is just a “mere” reading process.
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the selected novels have a bearing on how specific generational conflicts are narrated in each novel.
3.7.4 Questionnaires
Using an open- ended questionnaire, several questions were posited to the Form Six pupils and teachers who read Vuta n‟kuvute (See Appendices II and III). A total of seven schools were visited. Four High schools in Dar es Salaam namely: Makongo, Perfect Vision, Airwings and Jitegemee. These are mixed in the sense that both girls and boys attend the same class. In Morogoro, three schools namely: Bigwa Sisters (for girls only), Kigurunyembe boys‟ High school and Alfagems Mixed High school. In total, 158 pupils filled the questionnaires; 60 girls and 98 boys while 13 teachers filled the questionnaire; 4 female 9 male teachers. The obtained data was then analysed yielding the findings and conclusions of the study.
3.7.5 Data Analysis and Presentation
This research utilized a qualitative data analysis approach. The obtained data is explained and tabulated and forms the basis of the findings and concluisions of this study. Textual analysis yielded specific generational conflicts. The identified generational conflicts were categorized on the basis of the generation of the conflicting parties and the conflictual issues. A comparative analysis of the collected data yielded differences and similarities between the selected novels. The findings of the textual analysis are discussed in chapter six and outlined in Table 2 and Table 3. Data obtained through interviews, discussions and questionnairs was also analysed and captured in chapter six. A summary of Form Six pupils‟ responses to questions based on Vuta n‟kuvute is captured in Table 4.
3.8. Conclusion
Narrative theory is the framework in which the narration of generational conflicts in the four Kiswahili novels is examined. The study largely focuses on Representational narrative theory that takes into account both the textual and contextual aspects in the analysis of narrative texts. Narrative theory is primarily a tool for analysis and interpretation; a necessary aid to a better understanding of narrative texts through close reading. Narrative voice and focalization come out as the main narrative strategies that facilitate the „reading out‟ of generational conflicts in the four Kiswahili novels. A textual analysis based on the Hermeneutic triad
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reading model yielded data from the four Kiswahili novels. In addition, biographical and autobiographical data obtained through interviews and focus discussion groups constitute a contextual analysis which yielded data that was used to answer the research questions.
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