Pub Date : 2014-07-01DOI: 10.1080/0972639X.2014.11886695
M. Duma
Abstract The aim of this paper is to explore the rural school parents’ knowledge of school governance laws in South Africa. An argument is presented that the understanding of the legal frameworks pertaining to school governance begins with the parents’ knowledge of education laws that affect school governance. This paper reports on a study in which quantitative methodology was used to obtain information from rural school parents about their knowledge of school governance laws in South Africa. The study is concluded by the submission that it is essential for rural school parents to be given necessary training so that they can have a working knowledge of school governance laws to understand the legal processes and principles and determine the legality of their decisions in schools.
{"title":"Exploring Rural School Parents’ Knowledge of School Governance","authors":"M. Duma","doi":"10.1080/0972639X.2014.11886695","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886695","url":null,"abstract":"Abstract The aim of this paper is to explore the rural school parents’ knowledge of school governance laws in South Africa. An argument is presented that the understanding of the legal frameworks pertaining to school governance begins with the parents’ knowledge of education laws that affect school governance. This paper reports on a study in which quantitative methodology was used to obtain information from rural school parents about their knowledge of school governance laws in South Africa. The study is concluded by the submission that it is essential for rural school parents to be given necessary training so that they can have a working knowledge of school governance laws to understand the legal processes and principles and determine the legality of their decisions in schools.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"307 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133635313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-07-01DOI: 10.1080/0972639X.2014.11886691
P. Morojele
Abstract This paper foregrounds local teachers’ views to understand how we could address gender inequalities in schools. It asks: How do teachers’ constructions of gender shape gendered social relations? What are the implications of these on gender equitable schooling? The paper draws from semi-structured interviews with 12 teachers in three South African primary schools. The findings denote how essentialist teachers’ constructions, which polarised children into masculine and feminine beings, had the likelihood to compromise the quality of children’s schooling experience. The existing dominant (and cultural) discourses of gender were found to inform how teachers socialised girls and boys into inequitable gender relations. This affected the expectations that teachers place on children’s behaviour, choice and performance. The study recommends the need to embrace the multiplicity and fluidity of gender qualities, and to support girls and boys to develop to their best human potential, regardless of their gender.
{"title":"Towards Gender Equitable Schooling: Insights from Rural Teachers’ Voice in the Local Context","authors":"P. Morojele","doi":"10.1080/0972639X.2014.11886691","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886691","url":null,"abstract":"Abstract This paper foregrounds local teachers’ views to understand how we could address gender inequalities in schools. It asks: How do teachers’ constructions of gender shape gendered social relations? What are the implications of these on gender equitable schooling? The paper draws from semi-structured interviews with 12 teachers in three South African primary schools. The findings denote how essentialist teachers’ constructions, which polarised children into masculine and feminine beings, had the likelihood to compromise the quality of children’s schooling experience. The existing dominant (and cultural) discourses of gender were found to inform how teachers socialised girls and boys into inequitable gender relations. This affected the expectations that teachers place on children’s behaviour, choice and performance. The study recommends the need to embrace the multiplicity and fluidity of gender qualities, and to support girls and boys to develop to their best human potential, regardless of their gender.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"424 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132623770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-07-01DOI: 10.1080/0972639X.2014.11886686
N. Wadesango
Abstract The purpose of this empirical study was to investigate teachers’ perceptions of their participation in the selection and ordering of textbooks in their respective schools. The study adopted an interpretive qualitative research methodology and a case study research design. A purposive convenient sample of 5 school heads and 20 secondary school teachers formed the study. Data was collected through face to face interviews, documentary analysis and observation of two staff meetings per school. The study established that decisions on selection and ordering of textbooks were the prerogative of the heads of schools and heads of departments (HODs). It was further established that teachers wanted to be consulted in this area. They also wanted their views to be heard and acknowledged by the school system. The recommendation of the study is that school heads should involve their teachers in the selection of teaching material. Therefore school heads should refrain from centralizing the decision making processes.
{"title":"Involvement of Teachers in the Selection of Teaching Material: A Case Study of Five Rural Secondary Schools in Zimbabwe","authors":"N. Wadesango","doi":"10.1080/0972639X.2014.11886686","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886686","url":null,"abstract":"Abstract The purpose of this empirical study was to investigate teachers’ perceptions of their participation in the selection and ordering of textbooks in their respective schools. The study adopted an interpretive qualitative research methodology and a case study research design. A purposive convenient sample of 5 school heads and 20 secondary school teachers formed the study. Data was collected through face to face interviews, documentary analysis and observation of two staff meetings per school. The study established that decisions on selection and ordering of textbooks were the prerogative of the heads of schools and heads of departments (HODs). It was further established that teachers wanted to be consulted in this area. They also wanted their views to be heard and acknowledged by the school system. The recommendation of the study is that school heads should involve their teachers in the selection of teaching material. Therefore school heads should refrain from centralizing the decision making processes.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130686324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-07-01DOI: 10.1080/0972639X.2014.11886687
T. V. Manyike
Abstract The school type in the South African context can act as an agent of cultural reproduction that influences learner outcomes. Well resourced schools are richer in social capital than others, depending, among other things, on the prevailing school culture and the strength of networks formed among teachers and between teachers and other stakeholders. High levels of social capital in the school will strengthen its intellectual capital and this, in turn, will benefit learners and they will excel academically. This paper examines the English writing performance of Grade 7 English Second Language (ESL) learners in a former Model C rural primary school that uses English as the Language of Learning and Teaching (LoLT) and explores how good scores can be partly explained by the social context of both learners and school. Although South African education policy seeks to distribute and maintain the linguistic capital of the official languages through its support of multilingualism, the predominant preference for English as LoLT in schooling is one of the major factors which disadvantages most ESL learners and perpetuates inequality in learner outcomes. This situation is exacerbated in certain school contexts (for example, rural settings). The concept of social capital, including linguistic capital, is used as an explanatory framework. In this regard a critical comparison is made between the contributions of Coleman and Bourdieu. The findings indicate excellent learner performance in the writing performance test. This suggests that the current use of English as LoLT means that linguistic capital might be equally distributed throughout this school. Learners’ academic performance can thus be influenced by the type of school that they attend.
{"title":"The Writing Skills in Second Language of Learners from a Rural Primary School in South Africa","authors":"T. V. Manyike","doi":"10.1080/0972639X.2014.11886687","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886687","url":null,"abstract":"Abstract The school type in the South African context can act as an agent of cultural reproduction that influences learner outcomes. Well resourced schools are richer in social capital than others, depending, among other things, on the prevailing school culture and the strength of networks formed among teachers and between teachers and other stakeholders. High levels of social capital in the school will strengthen its intellectual capital and this, in turn, will benefit learners and they will excel academically. This paper examines the English writing performance of Grade 7 English Second Language (ESL) learners in a former Model C rural primary school that uses English as the Language of Learning and Teaching (LoLT) and explores how good scores can be partly explained by the social context of both learners and school. Although South African education policy seeks to distribute and maintain the linguistic capital of the official languages through its support of multilingualism, the predominant preference for English as LoLT in schooling is one of the major factors which disadvantages most ESL learners and perpetuates inequality in learner outcomes. This situation is exacerbated in certain school contexts (for example, rural settings). The concept of social capital, including linguistic capital, is used as an explanatory framework. In this regard a critical comparison is made between the contributions of Coleman and Bourdieu. The findings indicate excellent learner performance in the writing performance test. This suggests that the current use of English as LoLT means that linguistic capital might be equally distributed throughout this school. Learners’ academic performance can thus be influenced by the type of school that they attend.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124019392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-01DOI: 10.1080/0972639X.2013.11886674
Renias Ngara
Abstract Anthropological scholars have discussed various myths. The Shangwecommunity is a ‘web’ of mythological symbols that are orally active but without documentation. It was intention of this ethnography to explore cultural and biblical symbols embedded in the Shangwemythology in GokweNorth District in the Midlands Province in Zimbabwe. The results revealed that Nevanasanctified hut housed mythic snakes of various colours and lengths. Only five people had the traditional authorisation to enter the hut using the western door, just as there are five virgins in the Bible. Chiefs, just like the wise men who came from the east in search of the newly born Jesus, have the religious right to sit next to the eastern door which is ever closed. A certain man had the traditional role to stop the rain when it was too much to sustain plant growth. Some of the myths are comparable with certain songs of the Shangweand other cultures. Folktales and song texts reflect cultural heritage. The objectives of this article were two-fold. First, it sought to identify, compare, and discuss traditional and biblical symbolism embedded in four Shangwemyths. Second, it intended to examine song texts connected to certain Shangwemythology.
{"title":"Shangwe Music for Spiritual Rituals: A Symbolical Enactment","authors":"Renias Ngara","doi":"10.1080/0972639X.2013.11886674","DOIUrl":"https://doi.org/10.1080/0972639X.2013.11886674","url":null,"abstract":"Abstract Anthropological scholars have discussed various myths. The Shangwecommunity is a ‘web’ of mythological symbols that are orally active but without documentation. It was intention of this ethnography to explore cultural and biblical symbols embedded in the Shangwemythology in GokweNorth District in the Midlands Province in Zimbabwe. The results revealed that Nevanasanctified hut housed mythic snakes of various colours and lengths. Only five people had the traditional authorisation to enter the hut using the western door, just as there are five virgins in the Bible. Chiefs, just like the wise men who came from the east in search of the newly born Jesus, have the religious right to sit next to the eastern door which is ever closed. A certain man had the traditional role to stop the rain when it was too much to sustain plant growth. Some of the myths are comparable with certain songs of the Shangweand other cultures. Folktales and song texts reflect cultural heritage. The objectives of this article were two-fold. First, it sought to identify, compare, and discuss traditional and biblical symbolism embedded in four Shangwemyths. Second, it intended to examine song texts connected to certain Shangwemythology.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132248059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-01DOI: 10.1080/0972639X.2013.11886673
M. O. Akinola, Odu M. Ene, L. Baiyegunhi
Abstract About three years into the Adopted Village Project introduced by National Agricultural Extension and Research Liaison Services (NAERLS) in 2009, this study assessed the extent to which the project has improved the farm income and livelihood status of beneficiaries in the study area. Data were collected by interview schedule using a structured questionnaire, which was analysed using descriptive and Z-test statistics. The result shows that, about 89% of the project beneficiaries had between 1 - 8 extension contacts in 2011 cropping season, while non-beneficiaries had no contact with extension agents during the period. The study also revealed that the average income per hectare generated and the average value of assets owned by beneficiaries from the 2011 farming are statistically significant. This implies that the project intervention has significant impact on the income generating capacity of the beneficiaries of the project as well as on acquisition of assets. The study recommended that the NAERLS should intensify its efforts in the pilot villages and scale out its adopted village projects to other parts of the State. Also, policy makers, local government authorities and rural development experts should adopt this model in their programme planning and poverty alleviation initiatives.
{"title":"The Adopted Village Project and Farm Income of Beneficiary Households in Kaduna State, Nigeria","authors":"M. O. Akinola, Odu M. Ene, L. Baiyegunhi","doi":"10.1080/0972639X.2013.11886673","DOIUrl":"https://doi.org/10.1080/0972639X.2013.11886673","url":null,"abstract":"Abstract About three years into the Adopted Village Project introduced by National Agricultural Extension and Research Liaison Services (NAERLS) in 2009, this study assessed the extent to which the project has improved the farm income and livelihood status of beneficiaries in the study area. Data were collected by interview schedule using a structured questionnaire, which was analysed using descriptive and Z-test statistics. The result shows that, about 89% of the project beneficiaries had between 1 - 8 extension contacts in 2011 cropping season, while non-beneficiaries had no contact with extension agents during the period. The study also revealed that the average income per hectare generated and the average value of assets owned by beneficiaries from the 2011 farming are statistically significant. This implies that the project intervention has significant impact on the income generating capacity of the beneficiaries of the project as well as on acquisition of assets. The study recommended that the NAERLS should intensify its efforts in the pilot villages and scale out its adopted village projects to other parts of the State. Also, policy makers, local government authorities and rural development experts should adopt this model in their programme planning and poverty alleviation initiatives.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133777287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-01DOI: 10.1080/0972639X.2013.11886679
A. Ndofirepi, N. Wadesango, S. Machingambi, C. Maphosa, E. Mutekwe
Abstract In this paper the researchers present a theoretical debate in which they advance the case of doing philosophy with children. It is their case that children in Africa will take their rightful, empowered positions and play meaningful roles in adult life if they are exposed to philosophy in schools from an early age. Throughout the history of ideas, philosophy has been interpreted as providing enlightenment and attending to the questions and issues that seek to improve human life. Critics have, however, denigrated the role of philosophy in contemporary life and hence relegated it to mere verbiage that serves no purpose for practical life. They have accused it of being a distraction which contributes nothing to society; one that is dangerous. On the contrary, in this paper we attempt to justify doing philosophy with children as a pragmatic and realistic way of empowering children as citizens-in-waiting. The Philosophy for Children approach aims at the development of critical thinking in young learners through philosophical dialogue. Starting with children, the researchers contend that philosophy is needed now in Africa more than ever to address issues of ethnic diversity, oppression, and the creation of more tolerant and inclusive societies.
{"title":"Can a Philosophy for Children Programme Empower the 21st Century Child in Africa?","authors":"A. Ndofirepi, N. Wadesango, S. Machingambi, C. Maphosa, E. Mutekwe","doi":"10.1080/0972639X.2013.11886679","DOIUrl":"https://doi.org/10.1080/0972639X.2013.11886679","url":null,"abstract":"Abstract In this paper the researchers present a theoretical debate in which they advance the case of doing philosophy with children. It is their case that children in Africa will take their rightful, empowered positions and play meaningful roles in adult life if they are exposed to philosophy in schools from an early age. Throughout the history of ideas, philosophy has been interpreted as providing enlightenment and attending to the questions and issues that seek to improve human life. Critics have, however, denigrated the role of philosophy in contemporary life and hence relegated it to mere verbiage that serves no purpose for practical life. They have accused it of being a distraction which contributes nothing to society; one that is dangerous. On the contrary, in this paper we attempt to justify doing philosophy with children as a pragmatic and realistic way of empowering children as citizens-in-waiting. The Philosophy for Children approach aims at the development of critical thinking in young learners through philosophical dialogue. Starting with children, the researchers contend that philosophy is needed now in Africa more than ever to address issues of ethnic diversity, oppression, and the creation of more tolerant and inclusive societies.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116399071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-01DOI: 10.1080/0972639X.2013.11886676
Micheal. M. van Wyk
Abstract During the last decade, community engagement has emerged as an important priority among many universities in South Africa. The concept of community engagement can be defined as the “collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. The rieldans is one of the oldest forms of tradition, cultural and entertainment practices by the Khoisan as indigenous peoples of Southern Africa. This paper explores the impact of a community outreach project to [re]vitalize the rieldans as Khoisan cultural knowledge in which a community inquiry-based research approach is employed. Data were collected through oral history and focus group interviews. A way forward is plotted for the [re]vitalisation of Khoisan art and culture to advance indigenous knowledge in a democratic South Africa.
{"title":"[Re]vitalize Khoisan Art and Culture via a Community Outreach Initiative","authors":"Micheal. M. van Wyk","doi":"10.1080/0972639X.2013.11886676","DOIUrl":"https://doi.org/10.1080/0972639X.2013.11886676","url":null,"abstract":"Abstract During the last decade, community engagement has emerged as an important priority among many universities in South Africa. The concept of community engagement can be defined as the “collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. The rieldans is one of the oldest forms of tradition, cultural and entertainment practices by the Khoisan as indigenous peoples of Southern Africa. This paper explores the impact of a community outreach project to [re]vitalize the rieldans as Khoisan cultural knowledge in which a community inquiry-based research approach is employed. Data were collected through oral history and focus group interviews. A way forward is plotted for the [re]vitalisation of Khoisan art and culture to advance indigenous knowledge in a democratic South Africa.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131836174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-01DOI: 10.1080/0972639X.2013.11886677
G. Nwagbara
Abstract There are more than 250 distinct ethnic groups and languages in Nigeria. Only a few of these languages are used in news presentation in the broadcast media. Such ‘privileged’ languages are those spoken by bigger ethnic groups. English, the official language of the country also dominates in media presentations. This trend has led to the marginalization of the languages spoken by smaller ethnic groups in the country. This paper surveys eight schools and four Nigerian Television Authority (NTA) stations in Akwa Ibom, Bayelsa, Cross River and Rivers States to ascertain how many indigenous languages are used in the broadcast media or taught in both primary and secondary schools. The study made use of two research methods that is, content analysis and survey. The content analysis was used to examine the programme schedules and content of the television stations while the survey was used to gather information from the schools. Findings indicate that the near absence of indigenous languages in the broadcast media, particularly those spoken in these four states can be traced to their non inclusion in the school curricula. This practice does not favour Nigerian Television Authority’s news indigenization policy which stresses the need to promote news presentation in local languages. The goal is for majority of Nigerians to benefit from such presentations. The study recommends a more plural and diversified language use in the Nigerian broadcast media. Attention should be given particularly to those languages considered as minority.
{"title":"Indigenous Language News and the Marginalization of Some Ethnic Groups in the Nigerian Broadcast Media","authors":"G. Nwagbara","doi":"10.1080/0972639X.2013.11886677","DOIUrl":"https://doi.org/10.1080/0972639X.2013.11886677","url":null,"abstract":"Abstract There are more than 250 distinct ethnic groups and languages in Nigeria. Only a few of these languages are used in news presentation in the broadcast media. Such ‘privileged’ languages are those spoken by bigger ethnic groups. English, the official language of the country also dominates in media presentations. This trend has led to the marginalization of the languages spoken by smaller ethnic groups in the country. This paper surveys eight schools and four Nigerian Television Authority (NTA) stations in Akwa Ibom, Bayelsa, Cross River and Rivers States to ascertain how many indigenous languages are used in the broadcast media or taught in both primary and secondary schools. The study made use of two research methods that is, content analysis and survey. The content analysis was used to examine the programme schedules and content of the television stations while the survey was used to gather information from the schools. Findings indicate that the near absence of indigenous languages in the broadcast media, particularly those spoken in these four states can be traced to their non inclusion in the school curricula. This practice does not favour Nigerian Television Authority’s news indigenization policy which stresses the need to promote news presentation in local languages. The goal is for majority of Nigerians to benefit from such presentations. The study recommends a more plural and diversified language use in the Nigerian broadcast media. Attention should be given particularly to those languages considered as minority.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121488579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-01DOI: 10.1080/0972639X.2013.11886678
M. Nkosi, T. Buthelezi
Abstract The paper reports on an investigation carried out to ascertain the nature and causes of bride abduction cases in KwaZulu – Natal in South Africa. The study utilized a qualitative survey design. Focus group discussions were used to collect the data on a purposefully selected sample of thirty research participants from three purposefully selected research sites. The sample consisted of eighteen (18) women and (12) twelve men comprising of abductors, witnesses of abductions, abducted women, local chiefs, headmen, head-girls and station commanders in the local police stations. Content analysis, through emerging themes, was used in analysing the data. The study revealed that bride abduction (contemporary and negative ukuthwala) is an abuse of the custom of ukuthwala(traditional bridal abduction) which is perceived by many people to have disappeared during social transformation. However, it is still prevalent in some deep rural areas of KwaZulu – Natal. Bride abduction grossly violates women’s fundamental rights. Whereas traditional bridal abduction (ukuthwala) (to carry away with intent to marry), is a custom to many African tribes and is a global practice. The study also revealed that the nature and causes of bride abduction cases vary depending on the context where it is taking place. Furthermore, the nature and causes of bride abduction differ from that of traditional bridal abduction (ukuthwala)as a custom. The study therefore, concludes that before any hasty judgements are made about any cultural practice we need to separate what is culture from the abuse of culture. Recommendations were made that Law and Government should deal with the abuse of (ukuthwala).If the South African Government is serious about making lives of women, children, youth and the disabled better, the issue of the abuse of ukuthwala(bride abductions) should be made a priority.
{"title":"The Nature and Causes of Bride Abduction Cases in KwaZulu-Natal, South Africa","authors":"M. Nkosi, T. Buthelezi","doi":"10.1080/0972639X.2013.11886678","DOIUrl":"https://doi.org/10.1080/0972639X.2013.11886678","url":null,"abstract":"Abstract The paper reports on an investigation carried out to ascertain the nature and causes of bride abduction cases in KwaZulu – Natal in South Africa. The study utilized a qualitative survey design. Focus group discussions were used to collect the data on a purposefully selected sample of thirty research participants from three purposefully selected research sites. The sample consisted of eighteen (18) women and (12) twelve men comprising of abductors, witnesses of abductions, abducted women, local chiefs, headmen, head-girls and station commanders in the local police stations. Content analysis, through emerging themes, was used in analysing the data. The study revealed that bride abduction (contemporary and negative ukuthwala) is an abuse of the custom of ukuthwala(traditional bridal abduction) which is perceived by many people to have disappeared during social transformation. However, it is still prevalent in some deep rural areas of KwaZulu – Natal. Bride abduction grossly violates women’s fundamental rights. Whereas traditional bridal abduction (ukuthwala) (to carry away with intent to marry), is a custom to many African tribes and is a global practice. The study also revealed that the nature and causes of bride abduction cases vary depending on the context where it is taking place. Furthermore, the nature and causes of bride abduction differ from that of traditional bridal abduction (ukuthwala)as a custom. The study therefore, concludes that before any hasty judgements are made about any cultural practice we need to separate what is culture from the abuse of culture. Recommendations were made that Law and Government should deal with the abuse of (ukuthwala).If the South African Government is serious about making lives of women, children, youth and the disabled better, the issue of the abuse of ukuthwala(bride abductions) should be made a priority.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127518955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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