The views of amakrwala on the meaning of umqombothi and commercial alcohol use during the initiation ceremonies
- Authors: Mavimbela, Mzoli
- Date: 2021
- Subjects: Youth -- Alcohol use , Alcoholism -- South Africa , Alcoholism -- Psychological aspects , Initiation rites -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10948/60862 , vital:68801
- Description: Ulwaluko or initiation ceremony is one of the most important ceremonies practiced by the amaXhosa ethnic group to mark male adolescents’ transition from boyhood to manhood. Every young Xhosa male is anticipated to undergo this ceremony in order to be respected and be viewed as a true man by the society. There is a dearth of literature on amakrwala’s views regarding the meaning of traditional beer (umqombothi) and commercial alcohol (brandy or beer) use during the initiation ceremony. Thus, this study addresses this gap, as it adds to the existing spectrum of knowledge on the meaning of alcohol use during the amaXhosa initiation process. The socio-cultural theory was selected as the theoretical framework for the study. This study took a qualitative nature which was exploratory-descriptive and contextual in design employing a non-probability purposive-criterion based technique to sample 16 identified amaXhosa adult males between the ages of 18 to 24 years who recently went through the initiation ceremony. Sixteen individual semi-structured telephonic interviews were conducted. Data collected was analysed using thematic data analysis. Various data verification strategies were employed to ensure trustworthiness. Research ethics applicable to this study were guided by the principles contained in the Belmont report (1979). The findings showed that during the amaXhosa initiation ceremony both commercial alcohol and umqombothi played significant but different roles during each stage of the ceremony. The majority of amakrwala viewed umqombothi as a significant beer for ancestors to divinely bless isiko while brandy and beer were viewed as sweets or beers for fun which accompanied umqombothi. Brandy and beer were viewed as beers required by abafana teaching amakrwala manhood in the lighthouses. Thus, negative behaviours portrayed by abafana during imigidi after drinking alcohol were viewed as a great concern by amakrwala. 7 Alcohol use in ulwaluko was viewed as good by the amakrwala but they emphasized that there should be guidelines that monitor responsible drinking.
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- Date Issued: 2021
An investigation into amaXhosa new initiates’ masculine identity construction, mediation and negotiation: implications for the Life Orientation Curriculum
- Authors: Mdaka, Sizwe
- Date: 2019
- Subjects: Xhosa (African people) -- Rites and ceremonies , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Masculinity -- South Africa -- Eastern Cape , Life skills -- Study and teaching -- South Africa -- Eastern Cape -- Case studies , Life skills -- Study and teaching -- South Africa -- Curricula , Men -- Identity -- South Africa , Boys -- Education -- South Africa , Gender identity in education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94926 , vital:31097
- Description: This study asked questions about dominant discourses shaping new amaXhosa initiates masculine identities. In particular, it asked questions on the interface between tradition and modern values and how the new initiates negotiate these in constructing masculine identities and the implications this has for schooling (and specifically LO classes). This was a qualitative case study that relied on multiple sources of data including individual and focus groups interview with AmaXhosa new initiates as well as individual interviews with teachers. The study also included classroom observations of Life Orientation classes as the selected schools. Initially, informal discussions with the new initiates were held to gain insights on their perspective of initiation schools. The findings of this study revealed three broad themes. The first was that normative masculine conceptions and manhood, with particular attention paid to constructions of manhood and masculine identity and their relation to emotional display, men as breadwinners and family providers, marriage, and heterosexuality and fatherhood. The second one was on gender space and power in the classroom which revealed masculine performance inside and outside the classroom, and the role played by sitting positions and spatial arrangements as a discursive spaces for the construction of particular masculine identities. The third related the curriculum in practice versus the stated LO curriculum and revealed a disjuncture between the two. With teachers tolerating the traditional male structures and behaviours in the classroom, despite being in conflict with the stated LO curriculum core messages on gender, patriarchy and equality, intentionally or unintentionally select a position of collusion rather than disruption of these classroom behaviours. The study results highlight the complex social space that new initiates inhabit in order to make meaning of their masculine identities, and the challenges for teachers and schools in mediating between the traditional values and behaviours of some leaners, some of which are in conflict with the values and behaviours espoused by the LO curriculum and the modernizing project goals of SA education and the Constitution.
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- Date Issued: 2019
Amakrwala experiences as learners in a Buffalo City secondary school: implications for school leadership and management
- Authors: Duka-Ntshweni, Nomonde
- Date: 2013
- Subjects: School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16191 , http://hdl.handle.net/10353/d1006252 , School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , 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.
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- Date Issued: 2013