Abstract
This article aims to describe the outcomes of traditional initiation schools (lebollo), identify reasons for initiates' deviant behaviour at school after returning from lebollo and offer some suggestions on how to reduce deviant behaviour that may be linked to lebollo. The literature review has shown that lebollo aims to equip initiates with competencies that are necessary for adulthood. A content analysis of data emanating from interviews with two traditional initiation teachers (basuwe) identify initiates youthfulness, inadequate time spent at the initiation school, the erroneous view of initiates that they are adults, initiates' unwillingness to embrace the teaching of their elders, alcohol abuse and the inappropriate conduct of parents as reasons for initiates' misbehaviour. The study emphasises the need for close cooperation between formal schools' disciplinary committees and basuwe, as well as between the parents of initiates and basuwe to reduce initiates' misbehaviour.
Highlights
One of the key problems in schools is that teachers find it difficult to effectively manage learner behaviour towards creating a disciplined teaching and learning environment (Rossouw, 2003; Wolhuter & Meyer, 2007)
The basuwe seem to agree that lebollo is the Basotho way of life, which has lasted for generations (e.g. “lebollo is the Basotho culture, that is, the Basotho way of life”)
They felt that lebollo is more than merely a tradition and a place where the Basotho are taught the values of life
Summary
One of the key problems in schools is that teachers find it difficult to effectively manage learner behaviour towards creating a disciplined teaching and learning environment (Rossouw, 2003; Wolhuter & Meyer, 2007). Researchers (Du Plooy, 2006; Mohlaloka, 2014) argue that potentially, cultural beliefs and values can cause tension within the school setting. One such a perceived tension is the view that exists among some black school teachers in the formal schooling sector that male learners who have been to initiation schools (makoloane) contribute to discipline problems at formal schools. Mohlaloka, Jacobs and De Wet (2016) found that while teachers in formal schools struggle with “generic discipline problems”, they face additional challenges with the deviant behaviour of male learners who return from traditional initiation schools One such a perceived tension is the view that exists among some black school teachers in the formal schooling sector that male learners who have been to initiation schools (makoloane) contribute to discipline problems at formal schools. Mohlaloka, Jacobs and De Wet (2016) found that while teachers in formal schools struggle with “generic discipline problems”, they face additional challenges with the deviant behaviour of male learners who return from traditional initiation schools.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
