Transforming Masculinities: A Qualitative Study of A Transformative Education Programme for Young Zulu Men and Boys in Rural Kwazulu-Natal

A growing number of innovative gender transformative programmes targeting men and boys are currently being developed across Africa south of the Sahara. One such initiative is the Khanyisa programme in rural KwaZulu-Natal, South Africa which utilises the concept of Ubuntu as a lens to explore subjects such as masculinity, inequality, gender, violence and HIV/AIDS. Based upon original qualitative research which follows a Khanyisa group of eight young men over a 12 month period, this paper examines the use of indigenous knowledge approaches to transformative education in relation to masculinities. Focusing through transformative learning theory, this paper then explores how socio-cultural processes construct societal patterns of masculine domination and related individual masculine identities, and examines the use of gender transformative programmes towards the reconstruction of new, more equitable gender identities. Data collected through focus groups, semi structured interviews, subjective outcome evaluation and a diary project was interpreted using thematic analysis. The research shows the programme to produce a reduction in gender based violence and risk taking and an increase in self-esteem, communication and domestic and parental responsibility. Culturally appropriate pedagogies are found to be central to successful interventions, and a learning cycle which supports the internalisation of new, more equitable masculine schemas has been developed. In order to avoid social pressure to revert to default communal gender norms post intervention, the paper suggests adopting a ‘whole community’ approach to transforming societal gender systems into more equitable models.

Publisher: Journal of Pan African Studies
Edition: Volume 7; No 7
Year of Publication: 2014