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The Nyau Culturl Dance of the Chewa People As an Instrument of Education and Moral Values

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The Nyau Culturl Dance of the Chewa People As an Instrument of Education and Moral Values THE NYAU CULTURL DANCE OF THE CHEWA PEOPLE AS AN INSTRUMENT OF EDUCATION AND MORAL VALUES AT KATETE DAY SECONDARY SCHOOL IN ZAMBIA BY BERNADETTE ZULU SUPERVISOR DR.D. BANDA A DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF MASTERS OF EDUCATION IN RELIGIOUS STUDIES. UNZA 2016 ©. DECLARATION I, ZULU BERNADETTE, declares that this study entitled ‘The Nyau Cultural Dance as an Instrument of Education and Moral Values at Katete Day Secondary School’ is my own work, and that all resources I have used or quoted have been acknowledged by means of complete references, and that neither I nor anyone at this University or any other Educational Institution previously submitted this study for degree purposes. Signed i CERTIFICATE OF APPROVAL This dissertation by ZULU BERNADETTE is approved as having fulfilled the requirements for the award of the Degree of Master of Education in Religious Studies in the School of Education at the University of Zambia. ii ABSTRACT The aim of the study was to find out whether Nyau cultural dance can be used as an instrument of education and moral values at Katete Day Secondary School. The objectives guiding the study included to establish aspects of education and moral values; to establish some methods used to inculcate aspects of education and moral values, mode of assessment used to measure failure or success; and to establish some similarities in subject’ contents between the Nyau syllabus and that of the formal school. Nyau dance is part of the Chewa culture performed during celebrations by initiated boys. Symbolic interaction theory and qualitative research design were found useful, as the study was qualitative. In this methodology, in-depth interview, observation list and focus group discussion were utilised in data collection. Data was analysed by categorising and extracting emerging themes from the raw data. The study established that Nyau dance contributes in teaching the young people good morals such as good behaviour, respect for the elders, family planning, cooperation, warn on the dangers of certain illnesses, gender equity and hard work. These morals mould the pupils into well- cultured individuals of good character and endurance. Nyau dance follows a structured programme of inculcating knowledge to both the young and old people. Practical skills such as gardening, weaving and agriculture are taught in Nyau dance and are much emphasised under entrepreneurship, which pupils could develop in order to earn a living out. The taboos and beliefs cover a large spectrum of formal schooling subjects such as Veterinary Science, Law (How to settle disputes), Meteorology, Linguistics (learn their culture) Geography, Biology (sex education) and History. Pupils could use such knowledge in formal school. Both formative and summative assessments are used by the Nyau dancers to measure the knowledge learnt. This research has argued that formal schooling education, in its current form, may not be the right vehicle to deliver quality education. What the author recommends is to consider the strength of cultural Nyau dance, and knowledge involved in order to enhance quality education, and to make it relevant to the local people. iii DEDICATION This research is dedicated, with respect and gratitude, to my father Mr. B. F. Zulu, my brothers Ignatius and Gerald and my sisters, Hortensia, and Lucy who did not despair towards my busy schedule in research. This gave me the courage and strength to go on doing my work without looking back. I also dedicate this study to my late mother, Mary Magdalene, may her soul rest in peace. I will always treasure the love and support that you gave me. May the Almighty God bless you all. I Love you all. iv ACKNOWLEDGEMENTS I give thanks to God Almighty who gave me the ability to carry out my research to the end. Great thanks and praises to Him. Special thanks go to Dr D. Banda, my supervisor, for his good guidance throughout my research despite his busy schedule, he had time to guide and criticise me accordingly. May God bless him in abundance. I thank the University of Zambia Library staff for according me the opportunity to access information. I also thank all my lecturers in the Religious Studies Department, Dr Gift Masaiti, Prof. Austin Cheyeka and Dr Simuchimba for their constructive criticism. Many thanks to my course mates for the encouragement and support rendered to me during this study. Lastly, but the least, my gratitude goes to Mr M. Duma, Ndlovu Michael, and Eunice Mwemba for the encouragement during the course of this study. v Table of Contents DECLARATION ............................................................................................................................. i CERTIFICATE OF APPROVAL ................................................................................................... ii ABSTRACT ................................................................................................................................... iii DEDICATION ............................................................................................................................... iv ACKNOWLEDGEMENTS ............................................................................................................ v LIST OF FIGURES ........................................................................................................................ ix LIST OF TABLES ......................................................................................................................... xi LIST OF PICTURES .................................................................................................................... xii LIST OF ABBREVIATIONS AND ACRONYMS ..................................................................... xiii GLOSSARY OF CHEWA WORDS ............................................................................................ xiv CHAPTER ONE: INTRODUCTION ............................................................................................. 1 1.0 Introduction ............................................................................................................................... 1 1.1 Background of the Study ........................................................................................................... 1 1.2 Statement of the Problem .......................................................................................................... 3 1.3 Aim of the Study ....................................................................................................................... 4 1.4 Research Objectives .................................................................................................................. 4 1.5 Research Questions ................................................................................................................... 4 1.6 Significance of the Study .......................................................................................................... 5 1.7 Conceptual Framework ............................................................................................................. 5 1.8 Structure of the Dissertation ...................................................................................................... 9 1.9 Operational Definitions ............................................................................................................. 9 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 11 2.0 Introduction ............................................................................................................................. 11 2.1 Theoretical Framework (Symbolic Interaction Theory) ......................................................... 11 2.2 African Traditional Culture ..................................................................................................... 13 vi 2.3 Nyau Dance in Other Countries .............................................................................................. 13 2.4 Education and Moral Values Taught through Cultural Nyau Dance ...................................... 15 2.5 Methods Used to Teach or Inculcate Aspects of Education and Moral Values ...................... 23 2.6 Mode of Assessment Used to Measure Failure or Success of Training Given to Trainees Initiated into Nyau Dance ....................................................................................................... 28 2.7 The Similarities in Subjects Contents between the Nyau Syllabus and Formal School Syllabus .................................................................................................................................. 29 Summary ....................................................................................................................................... 34 CHAPTER THREE: METHODOLOGY OF THE STUDY ........................................................ 35 3.0 Introduction ............................................................................................................................. 35 3.1 Research Design ...................................................................................................................... 35 3.2 Study Area or Site ................................................................................................................... 35 3.3 The Population and Sample ....................................................................................................
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