Browsing by Author "Gqeba, N."
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Item Afrikaans First Additional Language 1 (FP): AFL 313E, Supplementary Examinations July 2023(University of Fort Hare, 2023-07) Gqeba, N.; Roy, I.Item Critical Theories and Research: EDU 422E, Degree Examinations June 2023(University of Fort Hare, 2023-06) Makeleni, S.; Gqeba, N.; Ntshuntshe, Z.Item Curriculum Development 1: CUD 501/E, Degree Examinations November 2019(University of Fort Hare, 2019-11) Nkohla, M.B.; Gqeba, N.; Mantlana, C.D.Item Foundations of Education: FOE/FDE 111E, Degree Examinations May/June 2025(University of Fort Hare, 2025-05) Khewu, N.; Gqeba, N.Item Huistaal - Afrikaans: HLA 101E, Degree Examinations November 2019(University of Fort Hare, 2019-11) Roy, I.; Gqeba, N.Item Language in Education: LEX 111E, Degree Examinations June 2023(University of Fort Hare, 2023-06) Gqeba, N.; Ramadiro, B.Item Language: FPS 323E, Degree Examinations November 2019(University of Fort Hare, 2019-11) Gqeba, N.; Linake, M.A.; Kosi, T.S.Item Life Skills: FPS 224E, Degree Examinations November 2019(University of Fort Hare, 2019-11) Gqeba, N.; Khewu, N.Item Schooling, Society and Inclusive Education: EDU 311E, Degree Examinations June 2023(University of Fort Hare, 2023-06) Gqeba, N.; Makeleni, S.Item The learners’ educational experiences at the Traditional Male Initiation School (Ulwaluko) in the Chris Hani Municipality, Eastern Cape(University of Fort Hare, 2025-06) Liwane, Mawande Thembeni; Duku, N.; Gqeba, N.Traditional male initiation is one of the African traditions that have stood the test of time, albeit transformed. It is embraced as the rite of passage to manhood that goes beyond the circumcision process but shapes the new entrants to adulthood. To attain manhood, the initiates are put through learning experiences that prepare and transform the male child towards the process. However, traditional male initiation is currently under much distress and scrutiny due to its associated challenges with the tradition. Research has found that schools, especially in African communities are heavily plagued by challenges related to learner behavior resulting in ill-discipline after undergoing this tradition. Such unbecoming behavior is believed to be contrary to the values and attitudes that are expected to be instilled by the traditional male initiation custom. This study aimed to explore the learners’ experiences of the education received at the Male Traditional Initiation School. Using a qualitative approach, in-depth interviews and focus group discussions (FGD) were used to collect data. The participants who had undergone male initiation in the three to four past years were selected from the schools in the Chris Hani West District. The participants were selected through judgment and purposive sampling. Since the topic of this study was sensitive, the research depended on the availability and willingness of the participants. The findings revealed that the participants who were newly initiated (amakrwala) mainly highlighted the character transformation, which included a change in boyhood behavior and sharpened thinking skills. Lessons learned by the initiates during the initiation rituals directly or indirectly impact their character development. The study also concluded that the initiation process produced good and bad outcomes, including unintended ones such as misbehavior displayed by amakrwala and bullying boy learners (by giving instructions to do homework to the uninitiated). The study recommends a collaboration amongst key stakeholders and owners of the custom to develop a coordinated strategy that will strengthen and mainstream it into the formal school curriculum.