PGEF 400

UNIT 2 – LECTURE 1
Traditional indigenous practices
Anthropology: The term ‘Bantu’
• The term ‘Bantu’ refers to a
broad language group, all
speaking so-called Bantu
languages.
• This group includes several
hundreds of ethnic groups in
sub-Saharan Africa.
• [not to be confused with
derogatory connotations used
during apartheid years…]
Migration of Bantu people to Southern Africa
Iron age (5000 BC): Development of iron tools
and implements,

→ agriculture became one of the supporting

pillars of life and survival of Bantu people.

→ growing population and shortage of land.

→ migration into the open spaced and very

thinly populated regions of Southern Africa,
Over a period of hundreds of years.
Anthropology: The term ‘Khoikhoi’
• The Khoikhoi (‘Hottentots’)

• Non-Bantu indigenous population of

south western Africa.

• Originated in northern parts of

Botswana, migrated South, reaching
the Cape about 2,000 years ago

• Nomadic

• Pastoralists / farmers
Anthropology: The term ‘San’
• First people in South Africa

• Populated South Africa long before

the arrival of the Bantu-speaking
nations, and thousands of years
before the arrival of Europeans.

• Also formerly referred to as

‘Bushmen’

• The earliest hunter-gatherers in

southern Africa.
 Thus: Two broad economic groupings
1. Hunter gatherers
San people (‘Bushmen’)
Khoikhoi people (Hottentots’)
2. Herders and Farmers
Khoikhoi
Bantu
Not ‘rigid, static’ communities –
people moved around, depending
on circumstances, e.g. nowadays
we often refer to the Khoisan
 History of education:
Traditional indigenous educational practices
• Formal education / schooling in SA =
‘recent’ invention.
• But education took place in Africa for
centuries, prior to arrival of white
settlers, although not via formal
schooling
• Children were taught and acquired
practical skills and knowledge
• For their own and society’s survival
and continuation.
• Education practices evolved in direct
response to socio-political and socio-
economic settings
 African pedagogy
• Child belongs to every adult in community
(parents, elders, etc)
• They are his/her teachers. SOCIETY is the educator
• “It takes a village to raise a child”
• Children’s education extends beyond ‘formal’
schooling
• African ‘curriculum’: also includes for example,
etiquette, survival, welfare, midwifery, hunting, etc
• Sharing of wisdoms
• Informal transmission: Stories, songs, dances,
poems, etc.
• Imitative play
• Age-appropriate activities
• Gender-appropriate activities
• Under watchful guidance of suitably qualified older
individuals.
 GENDER BIAS
SOCIALISED DIFFERENTLY→ FUTURE ROLES
Girls: Securing energy for household, e.g.
• Collecting firewood
• Ensuring availability of clean water
• Gathering veld foods according to season
• Tending the fields
• Preparing meals
• Child-rearing
• Housekeeping
• (e.g. made dolls, beads, played husband+wife,
cooked imaginary meals…)
 GENDER BIAS
SOCIALISED DIFFERENTLY→ FUTURE ROLES
Boys:
• Farming
• House-building
• Herding live-stock
• Hunting
• Retainers during war
• (e.g. mock battles, made model
huts, cattle pens, clay animals,
wood animals, etc. …)
Let’s discuss in groups…
Reflect on the education (at home
and at school) that you have
received.
Compare what is

• SIMILAR
• DIFFERENT

to the education children

experienced during the pre-
colonial period in Africa.