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Male Mapulana learners' views on the influences of cultural initiation on their schooling
Dissertation (MEd)--University of Pretoria 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613704340635649 |
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| access_status_str | Open Access |
| author2 | Wassermann, Johannes Michiel |
| author_browse | Wassermann, Johannes Michiel |
| author_facet | Wassermann, Johannes Michiel |
| collection | Thesis |
| dc_rights_str_mv | © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80468 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:22.637Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/80468 Male Mapulana learners' views on the influences of cultural initiation on their schooling Wassermann, Johannes Michiel u18193502@tuks.co.za Dr X Khohliso Mashile, Mahlogonolo UCTD Mapulana initiation legal and customary democracy and culture formal and informal schools Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Education theses SDG-11 Education theses SDG-16 Dissertation (MEd)--University of Pretoria 2020. In this study, Mapulana male learners’ views on the influences of cultural initiation on their schooling were researched. Rite of passage was adopted as the theorisation for the study. In the context of the study, a rite of passage is when uninitiated male learners (mashoboro) go through the initiation process. Thereafter, their status of being boys is converted to becoming men (monna) through a transition (passage). Likewise, normal schooling is also a rite of passage, and Grades 1 to 12 are interrupted by another form of schooling, initiation, as a rite of passage. This study was motivated by the tension that was observed between the legal and customary, democratic and cultural, and formal and informal schooling. The study was qualitative in nature and rooted in the interpretive paradigm. Semi-structured interviews were employed to understand the Mapulana male learners’ views on the influences of cultural initiation on their schooling. It was found that the operation of initiation schools in Mpumalanga conflicted with the school calendar and this ultimately influenced schooling. Much of this could be attributed to the loopholes in policies governing initiations. This study can capacitate the Mpumalanga Department of Education (MDoE) about possible policy amendments. I recommend that parents raise this problem with principals through school governing bodies (SGBs) and that it be brought to the attention of the MDoE. The authorities should come to an agreement that prospective initiates should undergo medical circumcision before they go into cultural initiation performed in the bush. I also recommend that the above stakeholders should only allow male learners who are less than 15 years of age or those learners who are still in Grades 8 to 11 to undergo cultural initiation. The school management team (SMT) should help male learners who were away for initiation (initiates) with catch- up programmes. The MDoE must work hand-inglove with the Department of Health, Department of Cooperative Governance, Human Settlements and Traditional Affairs (CoGTA), and law enforcement agencies to prevent male Mapulana learners from being left behind in the curriculum. It must be ensured that learners’ health comes first and that initiation principals strictly adhere to policies governing initiation schools. pt2021 mi2026 Humanities Education MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities SDG-11: Sustainable cities and communities SDG-16: Peace, justice and strong institutions 2021-06-22T12:29:12Z 2021-06-22T12:29:12Z 2021/05/07 2020 Dissertation Mashile, M 2020, Male Mapulana learners' views on the influences of cultural initiation on their schooling, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/80468> A2021 http://hdl.handle.net/2263/80468 en © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Mapulana initiation legal and customary democracy and culture formal and informal schools Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Education theses SDG-11 Education theses SDG-16 Male Mapulana learners' views on the influences of cultural initiation on their schooling |
| title | Male Mapulana learners' views on the influences of cultural initiation on their schooling |
| title_full | Male Mapulana learners' views on the influences of cultural initiation on their schooling |
| title_fullStr | Male Mapulana learners' views on the influences of cultural initiation on their schooling |
| title_full_unstemmed | Male Mapulana learners' views on the influences of cultural initiation on their schooling |
| title_short | Male Mapulana learners' views on the influences of cultural initiation on their schooling |
| title_sort | male mapulana learners views on the influences of cultural initiation on their schooling |
| topic | UCTD Mapulana initiation legal and customary democracy and culture formal and informal schools Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Education theses SDG-11 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/80468 |