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Jurnal Pendidikan Humaniora

    Abstract

    This study investigates the persistent disruption of schooling caused by traditional male initiation practices in Bushbuckridge, Mpumalanga Province, and critically examines the role of School Governing Bodies (SGBs) in mitigating such interruptions. Initiation rites, often extending beyond official school holidays, result in prolonged learner absenteeism and have significant consequences for academic performance, particularly in rural communities with limited remedial support. Using a qualitative research design, data were collected through semi -structured, in -depth interviews with twelve purposively selected participants, including parents, principals, and teachers. Thematic analysis revealed key concerns such as compromised learner performance, misalignment between cultural practices and schooling policy, high absenteeism during initiation seasons, and limited dialogue among stakeholders. Findings indicate that SGBs, though structurally mandated to guide school policy, often lack the capacity or initiative to regulate initiation-related absences effectively. The study recommends increased literacy, training, and support for SGBs, as well as collaborative policy revision involving community voices, to ensure the protection of both cultural heritage and the educational rights of learners.

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