THE ROLE OF INITIATION SCHOOLS IN THE IDENTITY FORMATION OF SOUTHERN NDEBELE ADOLESCENT BOYS by DAVID KHUW A MABEN A submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the subject PSYCHOLOGY OF EDUCATION atthe UNIVERSITY OF SOUTH AFRICA SUPERVISOR: DR I STRYDOM JUNE 1999 DECLARATION OF ORIGINALITY Student number: 611-261-7 I declare that "The role of initiation schools in the identity formation of Southern Ndebele adolescent boys" is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. !Jvut;~*··~ = SIGNATURE DATE O't/O' I,, (MR DK MABENA) r... ... ;, ·iti~·;;-;~... .. ,.. --..·· '"· l'., t ('' \.' 7 ; Ii r:~.,. ,,,..,,., . ·.'.:.:;·,y ! ~-~L"·~: ~:. £ f ..... ' - (. .... ........................... !~ ~ i' 306.089963977 MABE 111111111111111 0001750175 DEDICATION This dissertation is dedicated to my daughter Fikile Mabena, to whom it must serve as a source of inspiration. She had to endure many months of absence of love and care of a father. It was her sense of understanding, tolerance and love that made it possible for me to complete this research. ACKNOWLEDGEMENTS My profound gratitude and appreciation goes to my supervisor, Dr I Strydom without whose assistance, guidance, encouragement and support, this research would not have been possible. My indebtedness cannot be sufficiently expressed either in words or in writing. I am also very deeply indebted to: • My subject-librarian, Karlien de Beer, for all the information research, sustaining encouragement and much appreciated assistance at all times. • The KwaNdebele tribal chiefs who gave me access into their initiation schools. • My unsuspecting informants who gave me supplementary information. It is because of your unfailing support that my dissertation has been possible. • The tremendous parents who allowed me to interview their children. Your trust and interviewing your children, has been a fulfilling experience. • My dearest parents, Rosina and Moses Mabena who have struggled to give me a foundation for actualising my potential. You have been a great source of inspiration to me. • Ms Beverley van Reenen for the good work she displayed in editing the language for this dissertation. • Mrs Luiza van Vuuren for her patience in the painful moments of typing this dissertation so neatly. • Above all, the credit for this work goes to the Almighty God who is the First Creator and without whom this endeavour would be in vain. SUMMARY Title The role of initiation schools in the identity formation of Southern Ndebele adolescent boys By David Khuwa Mabena Degree Master of Education Subject Psychology of Education Supervisor DrI Strydom Date June 1999 University University of South Africa (Unisa) ABSTRACT This study investigates the role of initiation schools in the identity formation of Southern Ndebele adolescent boys. The subsequent influence of initiation schools on scholastic achievement was also researched. A qualitative research method was used to give a scientific support to the findings made in literature. Interviewing and interview schedules were employed as data-collecting techniques. Interviews were conducted with 10 initiates from the Ndzundza and the Manala initiation schools. The positive outcomes of this research can, however, not be generalised, but rather indicate possible tendencies that initiation schools play a significant role in the identity formation of Southern Ndebele adolescent boys. KEYWORDS Initiation Initiation schools Identity Identity formation Southern Ndebele Adolescent boy TABLE OF CONTENTS Page LIST OF FIGURES IN TEXT ................................. vm LIST OF TABLES IN TEXT . ix CHAPTER 1: INTRODUCTORY ORIENTATION TO THE STUDY .. 1 1.1 INTRODUCTION . 1 1.2 BACKGROUND TO THE PROBLEM ....................... 3 1.3 FORMAL STATEMENT OF THE PROBLEM ................. 6 1. 3. 1 Formulation of the problem . 7 1.4 DELIMITATION OF THE FIELD OF STUDY ................ 8 1.5 THE AIMS OF THE STUDY .............................. 9 1.5.1 General aim ............................................ 9 1.5.2 Specific aims ........................................... 9 1.6 METHODOLOGY ..................................... 10 1.6.1 Literature study ........................................ 10 1.6.2 Empirical investigation ................................... 10 1. 7 Explanation of concepts . 12 1.7.1 Initiation ............................................. 12 1.7.1.1 Initiation school ........................................ 12 1.7.2 Identity .............................................. 14 1. 7. 2. 1 Identity development . 15 1.7.3 The Southern Ndebele ................................... 16 1. 7.4 Adolescent boys . 17 1.7.4.1 Adolescence ........................................... 18 1.7.5 Candidate ............................................. 19 11 Page 1.8 THE RESEARCH PROGRAMME ......................... 20 1.9 SUMMARY .......................................... 21 CHAPTER 2: INITIATION AND INITIATION SCHOOLS ........ 22 2.1 INTRODUCTION ...................................... 22 2.2 INITIATION .......................................... 24 2.2.1 The meaning of initiation ................................. 24 2.3 GENERAL HISTORICAL BACKGROUND .................. 27 2.4 GENERAL PATTERNS OF INITIATION ................... 28 2.4.1 Separation (from the mother) .............................. 29 2.4.1.1 Circumcision operation .................................. 32 2.4.2 Threshold/liminal phase .................................. 34 2.4.2.1 Initiatory ordeals ....................................... 35 2.4.2.2 The meaning of the initiatory ordeals ........................ 37 2.4.3 Reincorporation ........................................ 39 2.5 THE EDUCATIVE ROLE OF THE INITIATION SCHOOL ..... 41 2.5.1 The socialisation role of the initiation school .................. 43 2.6 SOUTHERN NDEBELE MALE INITIATION ................ 45 2.6.1 Historical background of the Southern Ndebele and their initiation practices . ........................................... 45 2.6.2 Opening of the initiation .................................. 52 2.6.3 Organisation ofinitiation ................................. 53 2.6.3.1 Centralisation and decentralisation .......................... 54 2.6.3.2 Administration ......................................... 55 2.6.4 Internal family arrangements .............................. 56 11l Page 2.7 PHASES IN THE SOUTHERN NDEBELE MALE INITIATION RITUAL ............................................. 57 2.7.1 The recruiting phase ukukhonga ............................ 57 2.7.2 The parading phase ukuphalala ............................ 58 2.7.3 Circumcision .......................................... 60 2.7.3.1 The experience of pain ................................... 61 2.7.3.2 The experience ofrecovery ............................... 61 2.7.3.3 Activities in the circumcision lodge ......................... 62 2.7.4 Welcoming of the fathers ukungenisa umrhubo ................ 67 2.7.5 Thanksgiving ceremonies ukuthokoza ... ..................... 68 2.7.6 The initiation dance ukugi.da igwabo ........................ 69 2.7.7 Concluding phase and the awarding of the regiment name ........ 69 2.7.7.1 Regiments or age-sets iindanga ............................ 70 2.8 THE GENERAL ATTITUDE OF SOCIETY TOW ARDS INITIATION SCHOOLS ............................................ 74 2.8.1 Traditional societies ..................................... 74 2.8.2 Modem societies ............................... ~- ....... 75 2.9 CRITICAL ANALYSIS OF INITIATION AND INITIATION SCHOOLS ............................................ 77 2.9.1 Disadvantages ......................................... 77 2.9.2 Advantages ........................................... 79 2.10 CONCLUSION . 83 C.HAPTER 3: IDENTITY FORMATION OF THE SOUTHERN :Nl>EBELE ADOLESCENT BOYS ................................. 84 3 .1 INTRODUCTION . 84 3.2 WHAT IS IDENTITY? .................................. 85 3.3 IDENTITY FORMATION ............................... 89 3.3.1 Identity status paradigm .................................. 89 3.3.1.1 Erikson's identity status paradigm .......................... 89 lV Page PHASE 1: BASIC TRUST vs MISTRUST ......................... 90 PHASE 2: AUTONOMY vs DOUBT, SHAME ..................... 91 PHASE 3: INITIATIVE vs GUILT .............................. 91 PHASE4: INDUSTRYvsINFERIORITY ........................ 91 PHASE 5: SELF-IDENTITY vs ROLE CONFUSION ................ 92 3.3.1.2 Marcia's identity status paradigm .......................... 94 (a) Identity achievement .................................... 95 (b) Moratorium .......................................... 95 ( c) Foreclosure . 96 ( c) Identity diffusion . 96 3.3.2 General theory of identity formation ........................ 97 3 .4 ADOLESCENCE . 99 3 .4 .1 The formation of relations in the adolescent's world . 100 3. 4.1.1 Relations with self. 101 3.4.1.2 Relations with family ................................... 102 3.4.1.3 Relations with religious values ........................... 104 3.4.1.4 Heterosexual relations .................................. 105 3. 4 .1. 5 Relations with friends . 107 3.5 IDENTITY FORMATION OF THE SOUTHERN NDEBELE ADOLESCENT BOYS - ASPECTS OF DEVELOPMENT IN INITIATION SCHOOLS WIDCH HAVE AN INFLUENCE ON IDENTITY FORl\!IA TION ............................. 108 3.5.1 The effects of the separation phase on identity formation . 109 3.5.2 The effects of the threshold phase on identity formation ......