Socialisation and value-based education for primary school girls in a rural South African community

Abstract

Culture plays a pivotal role in shaping people’s norms and values concerning what is acceptable and normative behaviour. In traditional communal societies, the encroachment of such beliefs through Western-based education may disrupt or redefine gender relations. In the South African Zulu culture, the culturally influenced gender-divide is a stark expression of patriarchal dominance. Women are expected to play subservient roles in many spheres of their lives, including in sport and physical education (PE). Alternatively, sport and PE can provide opportunities where male dominance can be challenged by infusing values that recognise the intrinsic worth of girls and women. A local non-governmental organisation (NGO) in a rural KwaZulu-Natal community offers life skills programmes and activities focusing on the empowerment of girls. The study examined the extent to which the value-based educational programme promoted behaviour to achieve the empowerment of girls as a social outcome. This descriptive ethnographic study utilised observations, in-depth and semi-structured interviews to obtain data from a purposive sample of NGO staff (n=7), primary school girls (n=3), as well as school (n=3) and community representatives (n=2). Participants’ responses were transcribed verbatim and then subjected to a rigorous process of thematic coding. The main findings show the existence of patriarchal relationships evidenced by upholding discipline and respect as the main traditional values. ‘Using your voice’ as a value finds a unique expression in the school by reporting abuse without challenging male supremacy or disrupting unequal power relations in broader society.

Keywords: Gender, socialisation, traditional values, value-based education