- Title
- Amakrwala experiences as learners in a Buffalo City secondary school: implications for school leadership and management
- Creator
- Duka-Ntshweni, Nomonde
- Subject
- School management and organization -- South Africa -- Eastern Cape
- Subject
- Xhosa (African people) -- Social life and customs
- Subject
- Initiation rites -- South Africa -- Eastern Cape
- Subject
- Rites and ceremonies -- South Africa -- Eastern Cape
- Subject
- Education, Secondary -- South Africa -- Eastern Cape
- Subject
- Identity (Psychology)
- Subject
- Leadership
- Date
- 2013
- Type
- Thesis
- Type
- Masters
- Type
- M Ed
- Identifier
- vital:16191
- Identifier
- http://hdl.handle.net/10353/d1006252
- Identifier
- School management and organization -- South Africa -- Eastern Cape
- Identifier
- Xhosa (African people) -- Social life and customs
- Identifier
- Initiation rites -- South Africa -- Eastern Cape
- Identifier
- Rites and ceremonies -- South Africa -- Eastern Cape
- Identifier
- Education, Secondary -- South Africa -- Eastern Cape
- Identifier
- Identity (Psychology)
- Identifier
- Leadership
- Description
- ‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
- Format
- 145 leaves; 30 cm
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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