INITIATION CEREMONIES AND LEARNER OUTCOMES IN RURAL ZAMBIA EVIDENCE FROM A SECONDARY SCHOOL IN KATETE DISTRICT
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Abstract
Initiation ceremonies remain a significant component of indigenous knowledge systems in many African societies, including Zambia. This study examines the influence of initiation ceremonies on learner outcomes in a rural secondary school in Katete District. Guided by the social constructivist paradigm, the study employs a qualitative case study design to explore how cultural practices such as Chinamwali and Nyau shape learners’ attitudes, behaviour, and academic engagement. Data were collected through semi-structured interviews and focus group discussions involving learners, teachers, and community members. The findings reveal that initiation ceremonies function as informal educational systems that transmit cultural values, reinforce gender roles, and shape social identity. Verbatim evidence indicates that while these practices promote discipline and respect, they may also contribute to reduced academic focus and tensions with formal schooling expectations. The study further identifies emerging community adaptations aimed at aligning initiation practices with schooling demands. The article concludes that initiation ceremonies exert both positive and negative influences on learner outcomes, highlighting the need for culturally responsive educational strategies that integrate beneficial traditional practices while mitigating adverse effects
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