Ukuthwala “Bride abduction”

14 Pages·2015·0.06 MB·English

© Kamla-Raj 2014 J Soc Sci, 41(3: 441-454 (2014)
Ukuthwala “Bride abduction” and Education:
Critical Challenges and Opportunities Faced by
School Principals in Rural Kwazulu-Natal
Makho Nkosi
School of Education, College of Humanities, University of KwaZulu-Natal,
Private Bag x 03, Ashwood, Pinetown, South Africa, 3605
Telephone: [phone] (W) Mobile: [phone]
E-mail: [email protected]
KEYWORDS School Leadership. Bride Abduction. Gender. Sexuality. Education
ABSTRACT The present research study explores how the school principals in rural KwaZulu – Natal, South Africa,
experience bride abductions in their schools. It draws on systems theory. Data was collected using purposive sample
and in-depth interviews with four school principals and two superintendents of Education Management. All
interviews were conducted in isiZulu, tape – recorded, then transcribed and translated in English for wider readership.
Content analysis was used to analyse the data. Findings suggested that bride abductions had negative impact on
schooling and education at large such as the high rate of absenteeism, drop-outs and matric failure rate. The
researcher argued that this is against the policy on compulsory school attendance. Further, the governance of
every public school is in the hands of the school governing body, of which the principal is a member. As a way of
looking forward, the researcher locates principals at the centre of bringing about change to negative cultural
practices that impact negatively on education in their schools and argues that principals have power and influence
on the communities which they serve and therefore must use it to end bride abductions in the communities which
they serve.
INTRODUCTION abduction) perpetuates a form of gender-based
violence in patriarchal communities and that it
Much has been said about the practice of entrenches patriarchal power. However, Kaschu-
bride abduction in South Africa and beyond and la et al. (2013: 151) cautions that:
the effects thereof in particular on a girl child. “Any observation of a culture and its norms
However, what came out clearly were the nega- from outside the culture will always be fraught,
tive effects that the practice had in particular on biased and emotionally charged, not least when
the education of a girl child (Wadesango et al. the traditions or customs side in direct opposi-
2011; Van der Watt and Ovens 2012; Kaschula tion to the norms of the observer. Ukuthwala
et al. 2013; Kheswa and Hoho 2014; Ntabazalila and ala kachuu are no exception.”
2014). Abuses of ukuthwala (bride abduction) Ala kachuu is a bridal abduction custom in
have been perpetrated without the girl’s con- Kyrgyzstan, officially known as the Kyrgyz Re-
public, a Turkish state with a constitutional de-
sent and have negative effects on her educa-
mocracy that was put in place in 2010 (Kaschula
tion, health, physical and psychological well-
et al. 2013).
being. United Nations Human Development Re-
In the quest for social justice in the context
port of 1920 – 2011 states that:
of a democratic South Africa, the South African
Disadvantages facing women and girls are
Law Reform Commission (2014) has, in a discus-
a major source of inequality. All too often, wom-
sion study, proposed a law to criminalise forced
en and girls are discriminated against in health,
marriage. The Commission proposes that par-
education and the labor market – with nega-
ents and community members who “aid and abet”
tive repercussions for their freedoms (Molet-
a marriage or consent to bride abduction could
sane 2011).
face prosecution if the wife-to-be has not con-
This assertion is the pillar for the human
sented. In addition, South Africa has witnessed
rights activists as well as for the women’s rights the criminalisation of forced bride abduction as
advocates, who are of the opinion that despite Ntabazalila (2014) writes:
the diverse cultural, social and political mean- Mvumeleni Jezile was handed down the
ings assigned to the practice, ukuthwala (bride harshest sentence that the NPA has secured in
442 MAKHO NKOSI
the country. He was convicted in the first ukuth- but nothing has been done to investigate how
wala (bride abduction) case in the Western Cape schools respond to the effects of bride abduc-
and was sentenced to 22 years imprisonment. tions on education of their learners. The present
Although the practice is said to have disap- research, therefore, seeks to fill in that gap by
peared due to social transformation, however, looking into the critical challenges and opportu-
evidence suggests that it is prevalent at least in nities faced by school leaders in rural KwaZulu
deep rural areas of South Africa such as in Kwa- –Natal with regards to the effects of bride ab-
Zulu –Natal and Eastern Cape provinces and ductions in their schools and in education at
possibly in other areas. The below citation is large.
indicative of the fact that bride abductions are The majority of South African schoolgirls
still taking place in KwaZulu-Natal, South Afri- as young as 12 years are abducted and made
ca as Bhengu (2005) writes: wives against their will in most cases by total
Uproar as a result of abduction taking strangers. Abductions take place at school, and
place at school: A great disappointment wheth- between school and home. In most cases the
er Ms Pinky Khule aged 19, of Sigedleni at men (abductors) are between 55 and 70 years
KwaMaphumulo will write matric exams next old, widowed and HIV positive (Prince 2009).
week following her abduction from school This happens in the name of the cultural prac-
(Translated from an isiZulu Newspaper, tice of bride abduction. Bride abduction as a
Isolezwe 2005: 3). cultural practice is supposed to open up mar-
In KwaZulu-Natal, there has been much riage negotiations. The man who carries away a
media coverage and debate about the practice woman is not supposed to engage in sexual in-
of ukuthwala (bride abduction). Evidentially, tercourse with a woman on the very same day of
Sikhakhane and Ncalane (2010: 2) report in the occurrence to protect a girl’s virginity, for
Isolezwe, an isiZulu daily newspaper in KZN, such an act would be equal to rape. Once, the
about chief of Nhlangwini’s practice of ukuth- marriage is consummated then the married cou-
wala (bride abduction). In the same newspaper ple may start engaging in sexual intercourse.
Mjoli (2010: 4) also reports that the chief of Nh- Such an observation on the nature of the cus-
langwini, Melizwe Dlamini, sent messengers in tom of bride abduction was also made by Koya-
three black cars in daylight to thwala (carry na and Becker (2007). He contends that it was
away) Ms Monica Msani, aged 24, of High Flats, against customary law for the young man who
an area on the northern outskirts of KZN, how- carried away the girl to have intercourse with
ever, Ms Msani ran away. The above media re- her (emphasis added). The young woman who
ports indicated that ukuthwala is still happen- has been carried away was immediately placed
ing in some parts of the country. It is also appar- in the midst and care of the sisters of the abduc-
ent that people have different views about the tor and in most cases under the strict supervi-
practice, and some people seek solace from the sion of the older women of the house and was
law for protection against the practice. Howev- treated with the utmost kindness and respect.
er, it seems that the law is not the solution as This was done to entice her to wish to go ahead
when the incidents of bride abductions were re- with the marriage and be part of the caring fam-
ported to the police abductors got jailed but were ily that carried her away. Marriage negotiations
later released as they were not found guilty. are not yet opened, until the messenger from the
However, the question we need to ask our- carried away woman’s family comes to find out
selves is why the practice of bride abduction from her if she wishes to carry on with her ab-
does not come to an end, if it has negative ef- ductor, if she agrees, it is then that marriage ne-
fects on a girl child and on the communities where gotiation resumes with the girl’s consent.
the practice exists. The majority of South Afri- The abductor first has to send off marriage
can communities such as rural KwaZulu – Natal negotiators as soon as possible (the following
and Eastern Cape observed bride abductions in day) to open up marriage negotiations with the
silence and claimed it is the part of their culture. girl’s family. The girl’s family would then have to
School girls are waylaid on their way to and from send a messenger, usually a girl’s immediate fam-
school and consequently find themselves in ily member, to get her consent to marry. Upon
“nuptial beds” with complete strangers (Nkosi her agreement, the marriage negotiation process
2009). Schools are affected by bride abductions would proceed, but if she does not agree, then
UKUTHWALA “BRIDE ABDUCTION” AND EDUCATION 443
marriage negotiations would stop there. As such abduction. The two main contributing factors to
an act is tantamount to committing an offence, a the changes in the custom are poverty and pa-
man who carried away a young woman with in- rental greed. Kheswa and Hoho (2014) argued
tent to marry is liable to pay a penalty called that:
Inkomo yokuthwala (a penalty cow) whether mar- Patriarchal attitude of parents and pover-
riage negotiations continue or cease. Therefore, ty stricken backgrounds are among factors con-
by contrast to forced bride abduction which is crim- tributing towards “ukuthwala’’ “(bride abduc-
inality and illegal, ukuthwala is not illegal, but is a tion)”. Drawing from gender-strain and social-
preliminary to marriage negotiation not yet mar- exchange theories, vulnerable girls are being
riage per se but an event or rather a per formative sold by parents for poverty relief, without con-
act leading to the process of marriage. sidering that owing to lack of negotiation of
Various reasons prevail that account for the safe sex between the girls and abductors, HIV/
custom of ukuthwala (to carry away) (Nkosi and AIDS transmission is likely.
Buthelezi 2013). The main reason for the custom Further, some of these girls are virgins and
of ukuthwala is to open up marriage negotia- the men they are forced to marry are HIV posi-
tion process where it is difficult to do so in a tive (Prince 2009). This is not the way traditional
normal way. Difficulty could be caused by the bride abduction is done. Traditional bride ab-
parents of the girl who are not keen to give con- duction was intended for people of the same
sent may be because they do not like their daugh- age group who, in the normal course of events,
ter’s future husband. It could happen that the would have been expected to marry each other.
girl is acting against their parents’ will who wish Old men were never engaged in traditional bride
to marry her off to the person that the girl does abduction. Further, the custom of bride abduc-
not like. In this case the girl may connive with tion was meant for young women at a marriage-
the person whom she loves and arrange to be able age, identified by their dress code which
carried away with her consent but would pre- signifies the stage at which a young maiden is
tend as if she does not like where she is going at. The custom was not meant for the minors.
by pretending to be forcibly abducted. In some Nowadays, the abuse of the custom of bride
cases, the abductor really loves the girl and the abduction resulted in the violation of women’s
girl is already engaged, then he resorts to the rights. In the present study, the researcher has
abuse of ukuthwala (bride abduction). It could prioritised education as the basic human right.
happen that the abductor is faced with high com- The evolving nature of the custom of bride
petition of his age-mates who also want the girl, abduction and the fact that it is unwritten, but
and consequently resort to bridal abduction handed over from generation to generation by
against / with her consent. Ukuthwala is ar- word of mouth, makes it difficult to ascertain the
ranged and in most cases with the girl’s consent. true custom as practised in the community. Fur-
The question we need to ask ourselves is where ther, the custom of bride abduction not only dif-
do the abductors find a girl? In most cases the fers between nations, but between ethnic groups
woman avails herself as she is found somewhere within those nations, and between tribes within
and not in the house. The woman does this to those ethnic groups (Mwambene and Sloth-
protect her dignity so she cannot lose face and Nielsen 2011; Nkosi 2014). For this, complica-
thus risking to be labelled as a lose woman who tions are evident in understanding the practice
will consequently face social stigma. of bride abduction leaving each tribe, and each
However, cultural practices are evolving person, with a distinct view of what constitutes
with time, and so is the cultural practice of bride the real custom of ukuthwala (the custom of
abduction. Nowadays, some people abuse the bride abduction) which is said to be traditional
custom of bride abduction to suit their needs. and acceptable. This is what Thornberry (2013)
As an instance, on 31 May 2009, the Sunday referred to as the living customary law. Statutes,
Times Newspaper reported that, “in the Eastern textbooks and case law, as a result, may no long-
Cape, more than 20 school girls are forced to er reflect the living law. Arguably, abuses of cus-
drop out of school every month because of bride tomary law are at times construed as a true re-
abductions”. Girls, as young as 12 years are flection of customary law, and these abuses tend
forced to marry men who are old enough to be to distort the true customary law and undermine
their fathers. Their parents play a role in their its value (Thornberry 2013). The difficulty is one
444 MAKHO NKOSI
of identifying the living customary law and sep- ers and Department of Education officials such
arating it from its distorted version. Ukuthwala, as the superintendent of education management
is an old custom that is now distorted like many (SEM), and the psychological services.
other traditional practises, is an example of this The aim of the research reported in the study
confusion. The way ukuthwala (the custom of sought to explore the role of the rural KZN
bride abduction) is practised now makes it a form school principals in understanding and manag-
of violence against women and specifically, ing the impact of bridal abductions in their
against girl children. In some parts of rural Kwa- schools with the aim of identifying opportuni-
Zulu-Natal and in other areas in South Africa ties that they might have in dealing with chal-
and in some other places, with social transfor- lenges at hand. The South African Schools Act
mation and education, the traditional custom No. 84 of 1996 provided the context for this re-
vanished as it had become old fashioned and search, which was qualitative in design. Semi-
outdated, however, it is highly evident that structured interviews were conducted among
among the traditionalists who did not convert principals of schools in selected schools in rural
to Christianity and who are not educated in KwaZulu-Natal, South Africa. The interviews
Western standards, there has always been con- were conducted in isiZulu and were tape–record-
tinuity in terms of customary law and traditional ed. The data was transcribed and translated into
lifestyle. Arguably, these are the people predom- English for report writing and for access to a
inantly found in deep rural areas who uphold wide readership. Data was categorised and anal-
cultural practices like ukuthwala (the custom of ysed according to emerging themes and a con-
bride abduction) with high esteem. clusion was drawn.
Abduction has a negative impact on the
learner, her family, the larger community, the Context of the Study
school, and the education system at large, as
girls drop out from school at an early age and Section (3) (1) of the South African Schools
contribute to the largely illiterate group of peo- Act No. 84 of 1996 stipulates that compulsory
ple and low education standards that have an school attendance by every learner from the age
adverse influence on the economy of the coun- of seven to the age of fifteen is mandatory (De-
try. The majority of girls who are abducted have partment of Education 1997). Section (5) of the
registered for matriculation examination and drop SASA stipulates that if a learner who is subject
out before the examination process starts (see, to compulsory attendance in terms of subsec-
for example, Bhengu 2005). tion (1) is not enrolled at or fails to attend a
Section (3) (1) of the South African Schools school, the Head of Department may (a) investi-
Act No. 84 of 1996 stipulates that school atten- gate the circumstances of the learner’s absence
dance is mandatory for every child from the age from school; (b) take appropriate measures to
of seven to the age of fifteen (Department of remedy the situation; and (c) failing such a rem-
Education 1997). However, most of the girls are edy, issue a written notice to the parent of the
denied compulsory education as they are ab- learner requiring compliance with subsection (1).
ducted as early as the age of 12 and their abduc- Section (6) (b) of the SASA stipulates that sub-
tors do not allow them to return to school. Some ject to this Act and any other applicable law, any
girls get abducted, absent themselves from other person who, without just cause, prevents
school for a very long period of time, sometimes a learner who is subject to compulsory atten-
manage to escape from their marriages through dance from attending a school, is guilty of an
abduction, and come back to school in the same offence and liable on conviction to a fine or to
year. School principals face this challenge daily imprisonment for a period not exceeding six
and are afraid of interfering with this custom months (Department of Education 1997).
that is observed in silence within the communi- Further, in this paper the researcher is en-
ties in which they serve. Besides, principals have gaging the question whether the school princi-
a duty and obligation to change negative cul- pal can really change the historically embedded
tural practices that have a detrimental impact on cultural practice by arguing that indeed the prin-
education in their schools. This can be done cipal has a duty and obligation to change nega-
through the involvement of the school govern- tive cultural practices that impact negatively on
ing body (SGB), the community, teachers, learn- education in his school through education and
UKUTHWALA “BRIDE ABDUCTION” AND EDUCATION 445
awareness campaigns and through the involve- with an aim of identifying opportunities that they
ment of school governing body (SGB), commu- might have in dealing with challenges at hand.
nity, teachers, and learners and by the involve- To understand the phenomenon at hand and
ment of the department of education’s officials the role played by school principals in manag-
such as the superintendent of education man- ing its impact the researcher uses the systems
agement (SEM), the department of education’s theory as a framework which the researcher dis-
psychological services such as social workers, cusses in the following section.
life orientation and the life skills subject advi-
sors to the life of the school. This argument is Theoretical Framework: Systems Theory
premised from an understanding that the South
African Schools Act No. 84 of 1996 mandated The theoretical framework of a research study
every public school to establish a school gov- relates to the philosophical basis on which the
erning body (SGB) consisting of parents of chil- research is based, and forms the link between
dren at the school, educator and non – educator the theoretical aspects and practical component
staff at the school, learners (in the case of sec- of the paper conducted (Sinclair 2007). Thus,
ondary schools), co-opted members of the com- the point of departure to any research, it is im-
munity, and the principal as an ex –officio mem- perative to consider the relevant theory under-
ber (Department of Education 1997). SASA plac- pinning the knowledge base of the phenome-
es the governance of every public school in the non to be investigated. A theoretical framework
hands of the school governing body (SGB), a is also inclusive of reference to the research
structure chaired by an elected parent [Section question, line of inquiry and methodology de-
16 (1)]. Section 20 (1) of the SASA endows the termining the research (Ocholla and Le Roux
SGB with the decision making authority to de- 2011). The purpose of this study is to explore
termine the policies and rules by which schools how the school principals of KZN manage the
are organized and controlled. This arrangement impact of bride abduction in their schools and
is based on the notion that the community knows to unravel the opportunities that might prevail
the needs of the school and is in the best posi- to deal with challenges at their disposal using
tion to solve its own problems as well as that the Systems Theory in providing an analysis. In
citizens must be accorded the opportunity to addition, the systems theory was used to inves-
decide on matters that affect them (Vandeyar tigate the experiences of school principals in
2000 cited in Calitz et al. 2002). managing the impact of bride abductions on
While school governance and management education in their schools. Systems theory sees
are not synonymous (Khuzwayo 2007), the SGB different levels and groups of people as interac-
(led by the chairperson) and the school man- tive systems where the functioning of the whole
agement team (SMT) (led by the principal) have is dependent on the interaction between all parts
arguably become “two centers of power within (Swart and Pettipher 2001). A school, for in-
a school” (Khuzwayo and Chikoko 2009). They stance, is a system with different parts, such as
argue that this is especially so given that the its staff, its students, its curriculum, and its ad-
principal serves in both structures. With such ministration, and its stakeholders. To understand
powers and authority vested in the hands of the the whole system, we must examine the relation-
principal, the researcher, therefore, argued that ships between its different parts. As in the ex-
it is possible to influence other stakeholders (as ample of school and community, the interdepen-
mentioned above) that form part in the life of his dence between its parts forms the system as a
school by explaining the negative impact that whole. The school exists because of learners
bride abduction has on the life of the school. who come from the community. This means the
Such an engagement would lead to the involve- school principal has a relationship with the com-
ment of the entire community and together pos- munity and the community has the relationship
sible solutions may come up. with the school principal. If the community
The present research study, therefore, ex- blocks the way of learners from coming to school,
plores the role of the rural KZN school princi- then there is no school. Further, if something
pals in understanding and managing the impact goes wrong in the community from where learn-
of bridal abduction custom and the abuse of ers come from, the entire school is destabilized.
such a custom (bride abductions) in their schools Evidentially, the practice of bride abduction tak-
446 MAKHO NKOSI
ing place in communities allows men to abduct (Swart and Pettipher 2001). This theory is help-
school going children and make them their wives. ful to understand how the school principals
Women, including school girls are brutally as- manage the challenges in their schools as the
saulted if they resist abductions. Onlookers ob- results of the problems coming from the commu-
serve in silence. Girls are abducted on their way nities which they serve with special reference to
to and from school. In most cases, abducted bride abductions. Whilst there is vast literature
women do not go back to school and others do on school and community partnerships and chal-
if they could manage to escape from their ab- lenges faced by school principals but there is
ductors, but they come back traumatized as ab- none on the challenges faced by school princi-
ducted women and others are witnesses of ab- pals as the result of bride abductions. Having
ductions. Other girls do not want to go to school these reasons, a literature review is necessary,
in fear of being abducted on their way to or from which is the focus, the researcher pivots into
school. The trauma serves as a barrier to their the following sections.
learning (Kheswa and Hoho 2014)
In an inclusive classroom environment, the Literature Review
teacher has to respond to all learners’ individual
School and community partnerships have
needs. Swart and Pettipher (2001: 19) viewed that
been observed as crucial by several scholars
“inclusion is about all learners and not just a
(see for example, Heystek and Louw 1999; Mn-
few. It is not just about disability, but means
cube 2009, 2010; Myende 2011, 2013; Myende
responding to all learners’ individual needs”.
and Chikoko 2014). Further, research revealed
This, therefore, serves as a challenge to some
the importance of communication at various lev-
teachers, especially those who have been in the
els and among stakeholders for effective leader-
education system prior to the introduction and
ship and effective management within schools
implementation of the Education Labor Relations
(see for example, Bhengu and Mthembu 2014;
Council (ELRC) document that are not trained
Bush 2008). Networking, influencing, and nego-
as counselors. The ELRC document stipulates
tiating with the community are the responsibili-
seven norms and standards of which a teacher
ties of the principal if effective leadership and
as a counselor is one of them.
effective management has to be achieved at
Swart and Pettipher (2001) noted that the in-
school (Achua and Lussier 2010: 157-164). Thus,
clusion cannot be separated from school reform
the sound role relationships of the principal and
as well as from educational change. They ar-
the community which she serves become cru-
gued this does not happen automatically as it
cial if both parties are to pull in one direction
demands that principals, teachers and the school
towards the advancement of the school vision
community possess knowledge and skills in ed-
and mission.
ucational change and school reform. For change
To get ahead in an organization you will have
to take place, the principal should be a transfor-
to influence people to gain power, play organi-
mational leader (Bush 2003). In addition, Ains- zational politics, network and negotiate to get
cow (1999) called for shared or transformational what you want (Achua and Lussier 2010). The
leadership which acknowledges that every ability to make use of these related concepts is
school community member, including educators what (Bhengu and Mthembu 2014; Achua and
and parents, can be a leader and that leadership Lussier 2010) call effective leadership. They ar-
role needs to be acknowledged and developed. gued that leadership is the “influencing” pro-
The school principal must recognize his respon- cess of leaders and followers to achieve organi-
sibility to set the tone of the school and help the zational objectives through change. “Influenc-
school as a whole to become and maintain a ing is so important that it is called the essence of
supportive, caring community (Swart and Pet- leadership. Influence has a direct effect on orga-
tipher 2001: 19). Systems theory advocates sys- nizational performance and your career success”
tem and subsystem interaction. This means (Coburn 2011, cited in Achua and Lussier 2010:
whole systems can interact with other systems 140). The principal of the school is perceived as
around them. Further, subsystems can also over- having influence on the community which he /
lap with other subsystems. All parts of the sys- she serves.
tem affect the system as a whole, that is, what- Networking is part of politics, and through
ever happens in one part affects all other parts networking you can develop your power and
UKUTHWALA “BRIDE ABDUCTION” AND EDUCATION 447
influence (Clark 2009). Position power is derived make sense of their lives, what they experience,
from top management. Thus, a school principal how they interpret these experiences and how
has more potential power to influence than an they structure their social world (Cohen et al.
employee who is not a manager (Achua and 2011; Bertram and Christiansen 2014). The re-
Lussier 2010: 141). Networking is one of the lead- searcher of this study was interested in making
ership skills required as a school manager. Re- meaning of how the school principals in rural
search has shown the importance of networking KwaZulu-Natal experienced ukuthwala (bride
in career success (Ng et al. 2009; Clark 2009). abduction) and how they mitigated the challeng-
“It’s who you know, not what, that’s responsi- es to their instructional leadership in their
ble for the big things in your professional life” schools.
(Hooiberg and Lane 2008: 46). More people find This method was useful in capturing the
what they want through networking. Network- richness and complexity of the respondents’
ing produces a number of other positive out- understanding of their role in relation to the com-
comes including friendships, information bene- munities which they serve. The investigation
fits, heightened control, and power (Ng et al. was carried out at the three research sites in
2009). KwaZulu-Natal. Two senior primary and second-
Negotiation is an attempt to get what we want. ary schools respectively, were selected result-
When we and another person both want some- ing to four schools investigated. Six respon-
thing from each other, we are in conflict and can dents, comprising the four principals and two
negotiate to get what we want (Kaiser and Ka- Superintendents of Education Management par-
plan 2006). Thus, “negotiating is a process in ticipated in the investigation and were selected
which two or more parties are in conflict and from a pool of data collected in three research
attempt to come to an agreement” (Achua and sites. The permission to conduct research was
Lussier 2010: 164) and hence negotiation skills granted by the University of KwaZulu – Natal
are important in this regard. As a result, school ethics committee, the Department of Education,
and community partnerships depend on the prin- the local Chiefs as well as by the school author-
cipal’s ability to network, influence, and negoti- ities, that is, the SGBs and principals. Informed
ate if effective leadership and effective manage- consent to participate in the study was obtained
ment have to be achieved at school. In an effort from each research participant.
to understand the role played by school princi- Data was generated from the purposive sam-
pals to manage the impact of bride abductions ple through a methodological triangulation (Co-
in their schools a qualitative research method hen et al. 2000) of semi – structured interviews,
was undertaken. observations and in-depth interview techniques
with four school principals and two Superinten-
METHODOLOGY dents of Education Management who are head-
ing the education wards under which these prin-
The present research is qualitative in nature. cipals were serving. Four interviews were con-
Qualitative research is concerned with develop- ducted with each research participant to discuss
ing explanations of social phenomena that in- bride abductions. Their experiences, perceptions
form understanding about the world in which and interpretations of bride abductions will not
we inhabit and why things exist the way they be reported in the study. The researcher is re-
are (Bertram and Christiansen 2014). Further, porting on the case of Cebi as corroborated by
qualitative research investigates events and the the school principal. All interviews and narra-
meanings people attach to them in their natural tives used in the paper were tape – recorded and
setting (Cohen et al. 2011). The qualitative re- then transcribed. Data was analysed at two stag-
searchers are concerned with the interpretive es, that is, during and after data collection. Data
understanding of human experiences of phenom- from each source was initially categorised ac-
ena (Denzin and Lincoln 1998). Research in this cording to emerging themes. Themes were then
field involves the opinions, experiences and feel- reduced in relation to the study’s research ques-
ings of individuals producing subjective data, tions. Data was then triangulated and meanings
relative to the ideology of the interpretive para- drawn from there. Content analysis was used to
digm. Scholars who use interpretive paradigm analyse the data. The researcher used pseud-
are interested in meaning, that is, how people onyms for ethical reasons. All interviews were
448 MAKHO NKOSI
held at the respective schools during agreed times spect of the communities they serve. They are
except for the two SEM where the researcher sitting with one and the same problem year af-
conducted the interviews in the District office. ter year. However, the principals work collabo-
Each interview lasted approximately one and a ratively with the superintendents of Education
half hours. These interviews afforded the re- Management and report matters that are be-
searcher an opportunity to have in – depth in- yond their control. Further, the biographical
terview with participants regarding their percep- details of the SEM’s in the communities under
tions on the opportunities that the school prin- investigation displayed that the two respon-
cipal might have in working with the local com- dents had more than ten years of experience as
munity to deal with bride abductions in the area. superintendent of Education Management in
The focus of the findings of the study will be on the same communities.
the interviews conducted with the school prin- The results are presented under two main
cipals and Superintendents of Education Man- themes that emerged from data analysis namely,
agement in the selected communities which were bride abduction as a barrier to instructional lead-
all recorded with the permission of the partici- ership and leaner deprivation of educational
pants. The participants spoke in isiZulu. There- opportunities. The discussion of the results is
fore, the data were translated to English. The presented in the subheadings below.
next section details the findings.
Bride Abduction as a Barrier to
RESULTS AND DISCUSSION Instructional Leadership
The findings of the research study are based Bride abduction as a barrier to instructional
on sentiments expressed by school principals, leadership seemed to be a recurring theme that
superintendents of Education Management, emerged from the data. In the present research
school learners (above the age of 18) and mem- study, “barriers to instructional leadership refer
bers of the communities under investigation. The to factors that negatively impact on the school
findings revealed that the age old custom of bridal principals’ role in leading teaching and learn-
abduction among the Zulus of KwaZulu – Natal ing” (Bhengu et al. 2014: 203). It must be noted
is still vigorously practiced in deep rural areas that in the study leadership and management
and in some urban areas despite the assumption are intertwined owing to the discourse that they
that it faded away due to social change. Further, are related concepts (Bhengu et al. 2014).
findings revealed that the abuses of the custom
of ukuthwala (bride abductions) are also pre- Absenteeism
dominant in these areas. As a result, bride ab-
ductions have negative impact on schooling and For instance, principals mentioned that girls
on education at large. School principals have a were afraid to go to school for fear of getting
challenge to manage the negative effects of ab- abducted. This resulted in a high level of absen-
ductions in their schools. These negative ef- teeism which impacts negatively to the teaching
fects are discussed below; including the re- and learning process, and resulting to high fail-
searcher gave the biographical profiles of the ure rate in their schools. Worst of all when the
school principals and superintendents of Edu- principal of the school 2, tried to fight the prob-
cation Management. lem, he received death threats from men who
Biographical profiles of the principals and were determined to kidnap and marry the school
superintendents of Education Management girls. Principal 2 had to run away for fear of his
(SEM’s) indicate that all of the four principals life, and for some months he could not perform
had ten or more years of experience as princi- his duties as a school principal.
pals. All are expected to be abreast with school Dellasega and Nixon (2003) noted that vic-
governance and management responsibilities. tims of violent behaviour suffer feelings of anx-
All of them are acquaintances of the communi- iety, insecurity and fear. Further, skipping class-
ties they serve. They can be termed well experi- es or staying home out of fear of being bullied at
enced school principals. The biographical pro- school leads to academic underachievement
files of the school principals raise concerns in where learners fall behind in their assignments,
terms of being transformational leaders in re- homework, tests and assessments (Bemak and
UKUTHWALA “BRIDE ABDUCTION” AND EDUCATION 449
Key 2000). Data from interviews corroborates Demotivation Among Teachers
literature and Systems theory which sees differ-
ent levels and groups of people as interactive Principals indicated that teachers expressed
systems where the functioning of the whole is concern about bride abductions taking place and
dependent on the interaction between all parts their effect on their morale. In this regard, a
(Swart and Pettipher 2001). A school, for in- school principal 1 said that bride abduction:
stance, is a system with different parts, such as has affected the staff in such a way that their
its staff, its students, its curriculum, and its ad- morale is low. Teachers stated that it is difficult
ministration, and its stakeholders. To understand to put all their efforts teaching learners who
the whole system, we must examine the relation- are not going to write final exams due to ab-
ships between its different parts. As in the ex- ductions. This is because we all know that bride
ample of school and community, the interdepen- abductions are very high during exam times
dence between its parts forms the system as a that is middle of the year and when it is at the
whole. The school exists because of learners end of the year especially for the girls doing
who come from the community. This means the Matric.
school principal has a relationship with the com-
Another principal confirmed teacher demo-
munity and the community has the relationship
tivation as a result of bride abductions in the
with the school principal. If the community
schools and further highlighted the impact that
blocks the way of learners from coming to school,
this has on learner and teacher performances in
then there is no school. Further, if something
the classroom. She said:
goes wrong in the community from where learn-
Teachers are de-motivated including me. I
ers come from, the entire school is destabilized.
am also fed up… am really, really fed up… this
As evidence, the practice of bride abduction tak-
has led to low performance by learners and by
ing place in communities allows men to abduct
teachers in the classroom.
school going children and make them their wives
This confirms with the view espoused by
and this has a direct impact on the school princi-
Singh and Steyn (2014) who maintains that ag-
pals as instructional leaders.
gression and violence perpetrated by learners
at school contributed to the low staff morale.
Matriculation Examination High Failure Rate
Further, Bester and Du Plessis (2010) confirm
that learner violence leads to a lack of teacher
As a result, the matric results dropped from
motivation to support students in the classroom.
an average of 90 per cent to 36 per cent (Depart-
In this case it is violent acts by men on school
ment of Education 2002). Principal 2 says that in
going children which impact negatively on teach-
2000 and 2001 girls were abducted before they
ers’ morality and consequently fail to do justice
could write their matric exams, but after inter-
in the classroom to support learners.
vention by the Department of Education, girls
are abducted immediately they finish writing
Lack of Support from Various Stakeholders
matric. Data from interviews confirms literature
review as Thulo (2003) visited the area and re-
ported on bride abductions taking place in the Research participants indicated that after the
area and their impact on education. Thulo (2003) education campaign in the area, the men resort-
writes: ed to abducting the girls just after the girls fin-
The abuse of ancient traditions has result- ished writing their last matric paper. The educa-
ed in young women being kidnapped and raped tion campaign proved to be the partial solution
in the Bergville district”…Hlongwane says and this study is interested in the long term so-
meetings were held with all the stakeholders in lution. The above account questions the under-
education i.e. teachers, SGBs and pupils and a standings of the value of education for the girl
campaign was conducted to make men aware child in long term bases by the rural communi-
that they were disrupting education. This how- ties of KwaZulu-Natal. Thulo (2003) stated that
ever, only provided a partial solution to the the principal did not want to discuss the matter
problem. Now some men wait until the girls with the Sunday Times for fear of “opening old
write their final matric paper before abducting wounds”. Principal 2 supported Hlongwanes’s
them (p. 3). allegations. This is what he said:
450 MAKHO NKOSI
There is nothing that can be done, except children are supported by their grandparents
may-be that girls escape after being abducted, through pension fund, which also supports the
but escaping is also a problem, because chil- girl child on her return to school, if she decides
dren return too traumatised to be able to con- so.
centrate on school work after being kidnapped This is a picture that is not different from an
Findings revealed a gap in school and com- account on abductions as narrated by Principal
munity partnership. Lack of full support from 3 and 4 who claim that parents sell girls as child
the communities by schools result in difficulties brides in exchange of ilobolo (bride wealth). Prin-
which impact negatively on learner performance cipal 3 had this to say:
(Myende 2011). On the other hand, the superin- Most of the children in this community come
tendent of Education Management 2 of the from very poor families. Parents sell girls as
above community had this to say: child brides in exchange of ilobolo. They do
In 2001, school X’s matric pass rate became this in connivance with abductors. In most cas-
36 per cent. However, in 2002 results had im- es girls had been kidnapped with the help of
proved to 100 per cent. Then the abductions their parents, beaten severely if caught trying
emerged in January of the following year. to escape the home of the abductor, and if they
The above situation is very unjust. It equals managed to get away, girls are disowned for
the waste of money and energy to invest in ed- defying tradition and for being rude and lack-
ucating a girl child in this community. Research ing respect.
participants indicated that escaping is not a so- The above account indicated that in con-
lution as a girl might find that she has been im- temporary society the custom of ukuthwala has
pregnated by her abductor. been commercialised. During the olden times
ukuthwala (literally, to be carried away with an
School Dropouts intention to marry) allowed parents to arrange
the marriage of their children, but was never in-
Principal 1 of another community indicated tended to violate the rights of children.
that girls are abducted at an age of 12 years.
They leave school and at a later stage come back Low Self-esteem and Underachievement
(if the abductor agrees) but with numerous prob-
lems such as fear and anxiety. Dellasega and Principal 4 corroborated the story of one of
Nixon (2003) observed that the victims of vio- his learners who got abducted but managed to
lent behaviour suffer feelings of anxiety, insecu- escape and finally got back to school. This is
rity and fear. Principal 3 indicated that: what he said:
Some learners rather drop out from school One of the girls from the community told
in fear of being abducted. Those who manage how when she was just 14 she had been sent by
coming back to school after abductions show her mother to collect money from her aunt who
signs of withdrawal and do not want to mix live in the neighbourhood, only to find she had
with other learners, and are fearful even if you been set up to be abducted to marry an old man
talk to them as a teacher; they seem not to trust who was a total stranger to her. The girl said
anyone… as the number of learners drop, so is she screamed and told her abductors to let her
the number of educators needed, thus results to go, but they told her to shut up as her husband
staff redeployment (PPN). was waiting for her. The girl was put into a
Another principal added to the dilemma and house with an old man and was told how this
indicated that: man was now going to make her his wife whilst
The man kidnaps a girl, gives her numerous was watched closely by the four men. The girl
children, whom he cannot support because of said she experienced excruciating pains but
unemployment, then he dies perhaps of HIV / the girl managed to escape three days later
AIDS, the girl child is then left alone to look and thereafter she went back to her home. On
after the children, she may/ may not get sup- her arrival at home, the girl said she was
port from family members, the majority do not shocked by her mother’s indifference to her dis-
have identity documents as they are under age appearance at home. The girl said her mother
and thus could not get social grants, usually did not do a thing and said this with tears run-