-
2144
-
1203
-
869
-
782
-
671
Exploring the Importance of Traditional Schools in Maintaining the Heritage Language: A Study of Tshivenḓa from Tshimbupfhe, South Africa
DOI:
https://doi.org/10.30564/fls.v6i5.7156Abstract
This study aimed to explore the critical role of traditional schools—specifically murundu and vhusha—in preserving the Tshivenḓa language and cultural heritage in Tshimbupfhe, in the Limpopo Province, South Africa. Traditional schools play a significant role in preserving languages and cultural traditions that might otherwise be at risk of erosion due to globalisation, modernisation, or cultural assimilation. A deeper comprehension of their role allows individuals to appreciate more fully how these schools contribute to the preservation of cultural diversity and heritage. The study sampled 31 participants. This study adopted a qualitative approach and relied on face-to-face semi-structured interviews to collect and analyse data. The theoretical framework used to underpin the study was the Afrocentricity theory. The findings of the study illustrated that traditional schools serve as pivotal institutions for the transmission of linguistic and cultural knowledge, integrating indigenous values, practices, and language into their curricula. The study provides insights into how traditional schools facilitate the transmission of cultural values, practices, and languages to younger generations. By exploring the methods and content of traditional education, the research highlights how these institutions contribute to cultural continuity and identity. Secondly, the study contributes to the documentation and preservation of indigenous educational practices and pedagogies. It offers a comprehensive account of how traditional schools operate, including their teaching methods and cultural rituals, thereby preserving valuable knowledge for future generations. Furthermore, this study enhances the understanding of traditional schools’ significance and supports the preservation of language and cultural heritage.
Keywords:
Traditional Schools; Indigenous Knowledge Systems; Tshivenḓa; AfrocentricityReferences
[1] Gwata, F., 2009. Traditional male circumcision: What is its socio-cultural significance among young Xhosa men? Report no. 264, 24 June 2009.
[2] Ladzani, K.Y., 2014. Moral regeneration in the lives of Vhavenḓa youth through indigenous knowledge system: Applied ethnography of communication-based approaches with special reference to Tshivenḓa [Ph.D. Thesis]. University of South Africa: Pretoria, GT. pp. 89–189.
[3] Mudau, P.P., Mandende, I.P., Mushaaṱhoni, M., 2024. Through our indigenous greeting terms, we are identified: A case of Tshivenḓa from Tshimbupfhe, Vhembe District Municipality, South Africa, Limpopo Province. African Identities. 24(2), 1–15. DOI: https://doi.org/10.1080/14725843.2024.2381484
[4] Battiste, M., 2013. Decolonizing education: Nourishing the learning spirit. UBC Press: Vancouver, Canada. pp. 15–30.
[5] MacGregor, K., 2018. Traditional Schools and Heritage Language Preservation: A Community-Centric Approach. Journal of Intercultural Studies. 4(5), 22–36.
[6] Cajete, G., 1994. Look to the mountain: An ecology of indigenous education. Kivaki Press: Fairbanks, AK, USA. pp. 4–20.
[7] Sefa Dei, G.J., 2000. Rethinking education: African perspectives. Canadian Scholars’ Press: Toronto, Canada. pp. 12–23.
[8] Zeleza, T., 2006. Re-thinking African education: Discourses and practices. African Studies Review. 49(2), 29–56.
[9] Lander, H., 2000. The war of positions: Critical perspectives on traditional education and indigenous knowledge. Abya-Yala: Quito, Ecuador. pp. 26–53.
[10] Cekiso, M., Meyiwa, T., 2014. Gendered naming and values attached to amaXhosa amakrwala (graduate-initiates). Journal of Social Sciences. 40(1), 75–82.
[11] Ngugi, W.T., 2012. The language of African literature: A critical survey. East African Educational Publishers: Nairobi, Kenya. p. 45.
[12] Ramohadi, J., 2020. Language and cultural continuity: The role of Tshivenda in Community education. Journal of Indigenous Knowledge. 15(2), 112–126.
[13] Mudau, P.P., Mandende, I.P., Mushaaṱhoni, M., 2022. Perceptions of Tshivenḓa forms of address among Vhavenḓa youth: A case of Tshimbupfhe, Limpopo Province. South Africa. Southern African Journal for Folklore Studies. 32(1), 1–15 DOI: https://doi.org/10.25159/2663-6697/11769
[14] Ntombana, L., 2009. Xhosa male initiation and teaching of moral values: An exploration of the role of traditional guardians in teaching the initiates. Indilinga African Journal of Indigenous Knowledge Systems. 8(1), 73–84.
[15] Mhlahlo, A.P., 2009. What is manhood? The significance of traditional circumcision in the Xhosa initiation ritual [Unpublished Master’s Thesis]. Stellenbosch University: Stellenbosch, CT. pp. 22–32.
[16] Liddicoat, A.J., 2013. Language planning and policy for endangered languages. In: Holmes, J., Hazen, K. (Eds.). The Oxford Handbook of Language and Society. Oxford University Press: Oxford, UK. pp. 150–168.
[17] McCarty, T.L., 2003. Language planning and policy in indigenous communities. In: McCarty, T.N., DeJonckheere, W.W. (Eds.). Language policy and planning in the Pacific Basin. Multilingual Matters: Bristol, UK. pp. 113–134.
[18] Nabors, L., McDonald, J., 2003. Cultural contexts in education. Routledge: London, UK. pp. 12–34.
[19] Smith, L.T., 1999. Decolonizing methodologies: Research and indigenous peoples. University of Otago Press: Dunedin, New Zealand. pp. 11–25.
[20] UNESCO, 2011. The UNESCO Universal Declaration on Cultural Diversity.
[21] Harrison, B., 2013. Indigenous education and modern challenges. Routledge: London, UK. pp. 15–30.
[22] Baker, C., 2011. Foundations of bilingual education and bilingualism, 4th ed. Multilingual Matters: Clevedon, UK. pp. 11–20.
[23] Gollnick, D.M., Chinn, P.L., 2013. Multicultural education in a pluralistic society. Pearson: London, UK. pp. 11–320.
[24] Hinton, L., 2011. Language renewal in indigenous communities: Perspectives and practices. Multilingual Matters: Bristol, UK. pp. 3–11.
[25] Battiste, M., 2000. Reclaiming indigenous voice and vision. UBC Press: Vancouver, Canada. pp. 7–30.
[26] Nukunya, G.K., 2003. Tradition and change in Ghanaian education. Ghana University Press: Accra, Ghana. pp. 20–29.
[27] Wane, N., 2008. Indigenous knowledge systems and research: A critical review. Journal of Indigenous Research. 5(2), 45–59.
[28] Holliday, A., Kullman, J., Hyde, M., 2010. Intercultural communication: An advanced resource book. Routledge: London, UK. pp. 56–60.
[29] Morrell, E., Duncan-Andrade, J.M.R., 2005. The role of traditional schools in cultivating cultural continuity. Educational Researcher. 34(3), 13–23.
[30] Chilisa, B., 2012. Indigenous research methodologies. SAGE: Thousand Oaks, CA, USA. pp. 25–35.
[31] Asante, M.K., 1988. Afrocentricity: The theory of social change. Temple University Press: Philadelphia, PA, USA. pp. 25–32.
[32] Asante, M.K., 1991. Afrocentricity: The theory of social change. Temple University Press: Philadelphia, PA, USA. pp. 12–25.
[33] Hinton, A., 2011. Afrocentricity: A Theory of African Studies. African Studies Review. 54(1), 1–25.
[34] Kumar, R., 2011. Research methodology: A step-by-step guide for beginners. SAGE: Thousand Oaks, CA, USA. pp. 22–63.
[35] Creswell, J.W., 2014. Qualitative inquiry and research design: Choosing among five approaches. SAGE: Thousand Oaks, CA, USA. pp. 65–71.
[36] Atieno, O., 2009. The Role of Education in Development: A Study of African Contexts. Journal of Education and Practice. 2(5), 56–64.
[37] Patton, M.Q., 2001. Qualitative research and evaluation methods. SAGE: Thousand Oaks, CA, USA. pp. 10–15.
[38] Wilkinson, D., Birmingham, P., 2003. Using research instruments: A guide for researchers. Routledge: London, UK. pp. 36–45.
[39] Williman, N., 2011. Research methods: The basics. Routledge: London, UK. pp. 56–65.
[40] Kumar, R., 2005. Research methodology: A step-by-step guide for beginners. SAGE: Thousand Oaks, CA, USA. pp. 12–16.
[41] Mohammadi, E., Thelwall, M., 2014. Mendeley readership altmetrics for the social sciences and humanities: Research evaluation. Journal of the Association for information Science and Technology. 3(65), 1627–1638.
[42] Harrison, B., 2013. Indigenous language revitalization: Encouraging multilingualism in a global context. Routledge: London, UK. pp. 17–23.
[43] Mkandawire, S.B., Simooya, M.S., Monde, P.N., 2019. Zambian culture: Harnessing cultural literacy with a focus on myths and taboos. UNZA Press: Lusaka, Zambia. pp. 22–45.
[44] V Desai, V., Potter, R.B., 2014. The companion to development studies. Routledge: London, UK. pp. 15–30.
[45] Kandawire, S.B., Simooya-Mudenda, S., Monde-Cheelo, P.N., 2017. Cultural literacy in Zambia: A focus on selected myths and taboos. UNZA Press: Lusaka, Zambia. pp. 12–23.
[46] Saldaña, J., 2021. The coding manual for qualitative researchers. SAGE: Thousand Oaks, CA, USA. pp. 42–60.
Downloads
How to Cite
Issue
Article Type
License
Copyright © 2024 Phethani Progress Mudau
This is an open access article under the Creative Commons Attribution 4.0 International License.