Indigenous isiZulu Music in Transition: A Systematic Review and Linguistic Perspective on Its Cultural and Educational Significance

Authors

  • Sakhiseni Joseph Yende

    Department of Language Education, Arts & Culture, College of Education, University of South Africa, Pretoria 0003, South Africa

DOI:

https://doi.org/10.30564/fls.v7i12.11088
Received: 15 July 2025 | Revised: 7 August 2025 | Accepted: 8 August 2025 | Published Online: 5 November 2025

Abstract

Indigenous isiZulu music represents a vibrant oral tradition through which the linguistic, cultural, and spiritual heritage of Zulu-speaking communities is preserved and transmitted. Yet, in the context of contemporary South Africa, its role is undergoing significant transformation due to rapid urbanisation, globalisation, and the continued marginalisation of indigenous knowledge within formal education systems. This study undertakes a systematic literature review (SLR) of 41 peer-reviewed sources published between 2000 and 2024, encompassing the fields of ethnomusicology, linguistics, and education. Following PRISMA guidelines, the review is grounded in Critical Indigenous Theory, Sociolinguistics, and Decolonial Pedagogy to investigate how isiZulu music contributes to identity construction, language preservation, and educational development. The review identifies four key thematic areas: (1) the continuity and adaptation of cultural practices, (2) the role of isiZulu music in the linguistic transmission of indigenous knowledge, (3) the exclusion of indigenous music from formal curricula, and (4) the emergence of hybrid musical forms among Zulu youth. The findings affirm the enduring relevance of isiZulu music in sustaining heritage and promoting linguistic vitality but also reveal systemic barriers, including a lack of policy support and limited teacher training. These limitations hinder the effective integration of indigenous content in school curricula. The study recommends the inclusion of isiZulu music within the Creative Arts curriculum, stronger partnerships between schools and indigenous knowledge holders, and the development of culturally responsive education policies. By positioning isiZulu music as a valuable linguistic and pedagogical asset, the review contributes meaningfully to debates on curriculum transformation and decolonisation in South African education.

Keywords:

Curriculum; Decolonisation; Indigenous Knowledge; isiZulu Music; Linguistic Transmission

References

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How to Cite

Yende, S. J. (2025). Indigenous isiZulu Music in Transition: A Systematic Review and Linguistic Perspective on Its Cultural and Educational Significance. Forum for Linguistic Studies, 7(12), 328–339. https://doi.org/10.30564/fls.v7i12.11088

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Vol. 7 , Iss. 12 (December 2025): In progress

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Article

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Copyright © 2025 Sakhiseni Joseph Yende

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