Perceptions of Gendered Pedagogical Content in Vhavenḓa Traditional Male Circumcision: An Exploratory Key-Informant Study

Abstract

Gender-based violence (GBV) constitutes a persistent public health crisis in South Africa, requiring multifaceted interventions that extend to the institutions responsible for socialising boys into manhood. This exploratory qualitative study examines the pedagogical content of Traditional Male Circumcision (TMC) as practised by the Vhavenḓa community in Limpopo Province, including the songs, teachings, and disciplinary practices through which masculine norms are transmitted, and analyses their potential role in reinforcing patriarchal norms that may contribute to GBV. Through in-depth interviews with three cultural custodians, men recognised within their communities as knowledgeable elders and interpreters of Vhavenḓa initiation practice, this study interrogates cultural narratives embedded within TMC pedagogical content. The study was approved as part of a larger study by departments within the university. The research explores connections between TMC-transmitted masculine ideals and broader patterns of gender inequality. The findings suggest that certain TMC pedagogical elements, including derogatory language toward women, harsh disciplinary practices, and teachings emphasising male superiority, may reinforce patriarchal attitudes. The study also identifies a teaching on sexual restraint that informants characterised as protective of women, though our analysis questions whether this teaching challenges or merely reproduces the underlying gender hierarchy. This exploratory analysis calls for culturally sensitive dialogue regarding TMC curriculum reform that preserves cultural value while promoting health and gender equity.