Exploring the preservation methods of Ndayo by Vhavenda People

Abstract

The purpose of this study is to explore the preservation methods of how ndayo were preserved by Vhavenḓa. Ndayo is a method practiced by Vhavenḓa people when raising their children and their intention is to guide, teach, mould, and transmit norms and values to younger generations. Through ndayo, indigenous knowledge holders aim to witness their children grow up in society with control respect and discipline. The decision to conduct this study was influenced by the alarming loss of preservation methods of ndayo by Vhavenḓa people. The objectives of this study are as follows; to explore traditional indigenous knowledge practices of preserving ndayo by Vhavenḓa people, to promote the benefits of preserving traditional indigenous knowledge practice ndayo by Vhavenḓa people, and to develop strategies that will preserve traditional indigenous knowledge practice ndayo by Vhavenḓa people. Vhavenḓa people posses’ valuable traditional indigenous knowledge practices, which should be passed down to the younger generation. The study will facilitate learning and accessibility of traditional indigenous knowledge practices by the younger generation. A qualitative method which is exploratory in nature was adopted in this study. Purposive sampling was used to select participants. Unstructured interviews were conducted with twelve Vhavenḓa traditional indigenous knowledge holders who are key participants. Data coded as themes. The findings of the study showed that ndayo is an ongoing process done throughout a child’s development, and the practices that are predominantly used were expressed in stories, songs, folklore, proverbs, dances, myths, cultural values, believes, rituals, community traits’, idioms and initiation schools (ngoma). Ndayo can be preserved through the use of digitalization, libraries, websites, e-learning and different platforms of social media, traditional indigenous knowledge practices should be preserved so that the younger generation will have access to the knowledge. The study recommends family, schools, churches, community, policy makers and curriculum implementers to incorporate traditional indigenous knowledge practices specifically ndayo by Vhavenḓa people. In addition, family, schools, churches, community, policy makers and curriculum implementers must promote the benefits of preserving traditional indigenous knowledge practices by Vhavenḓa people.