indigenous knowledge, beliefs and practices on pregnancy and childbirth among the ndau people

287 Pages·2017·1.82 MB·English

by  Anniegrace Hlatywayo (207520221)

INDIGENOUS KNOWLEDGE, BELIEFS AND PRACTICES ON
PREGNANCY AND CHILDBIRTH AMONG THE NDAU PEOPLE OF
ZIMBABWE

ANNIEGRACE MAPANGISANA HLATYWAYO
207520221

Submitted in Fulfilment of the Requirements for the Degree of Doctor of
Philosophy (School of Religion, Philosophy and Classics), in the College of
Humanities at the University of KwaZulu-Natal, Pietermaritzburg, South Africa.

SUPERVISORS
Professor Sarojini Nadar
Professor Hassan O. Kaya

Pietermaritzburg
2017
DECLARATION

As required by University regulations, I hereby state unambiguously that this work has not been
presented at any other University or any other institution of higher learning other than the
University of KwaZulu-Natal (Pietermaritzburg Campus), and that unless specifically indicated
to the contrary within the text, it is my original work.

ahlatywayo
____________________________________
Anniegrace Mapangisana Hlatywayo
PhD Candidate

As candidate supervisors, we hereby agree to the submission of this thesis

_______________________________ ________________________________
Supervisor: Prof. Sarojini Nadar Co-Supervisor: Prof. Hassan O. Kaya

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ABSTRACT

Framed within a postcolonial indigenous research paradigm, the study used a
phenomenological analysis drawing on the case study of the Ndau people of south-eastern
Zimbabwe, to explore the contribution of African indigenous knowledge systems on
pregnancy and childbirth. The study is based on the argument that currently the dominance
of Western knowledge systems, including biomedicine, created a situation that even
reproductive beliefs and practices in African local settings tend to be conceptualized from
Western ways of knowing and value systems. Limited number of studies have focused on
the socio-cultural context of pregnancy and childbirth. People live in diverse cultural and
ecological settings which influence their knowledge systems including reproductive social
and cultural practices. The case of the Ndau women of south-eastern Zimbabwe reflected
the agency and centrality of African women in managing pregnancy and childbirth using
their own community-based knowledge systems which are culturally and ecologically
relevant, affordable and sustainable.

The research study also advances the theoretical premise that while it is important to
acknowledge the power relations in knowledge production and the centrality of African
cultural interests in every social practice and analysis, as propagated by the advocates of
Afrocentric paradigms including Postcolonial African feminism, it is crucial to recognise
that we are living in a poly-epistemic world composed of different and diverse knowledge
systems which are supposed to be complementary rather than competitive.

As a contribution to knowledge production, the research brought a new approach to the
analysis of the socio-economic and demographic characteristics of the research participants.
These have been investigated as statistical variables without looking at their socio-cultural
significance to the research community in relation to the research problem. An analysis of
the Indigenous Knowledge, Beliefs and Practices on Pregnancy and Childbirth among the
Ndau People of Zimbabwe showed that socio-economic and demographic characteristics of
the research participants such age groups, marital status, gender, etc. have community-based
cultural meanings attached to them.
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Research findings also demonstrated the significance of understanding and appreciating the
historical impact of colonialism on Ndau indigenous beliefs and practices on pregnancy and
childbirth. This led to a critical analysis of Ndau cosmological belief systems before and
after colonialism. This was important in creating the basis for re-covering, re-awakening,
and re-claiming of Ndau indigenous knowledge, beliefs and practices on pregnancy and
childbirth. The findings reflecting the continued use of indigenous modes of managing
pregnancy and childbirth despite the medicalisation of antenatal care, demonstrates the need
to create a dialogue between biomedical and indigenous models on managing pregnancy and
childbirth.

The research demonstrated that the preservation of IKS is critical as it ensures the
prolongation of communities and their knowledge systems. The indigenous oral modes of
preserving IKS for posterity have been affected by modernisation which is characterised by
rural-urban migration and family disintegration resulting in loss of time and space for elders
to pass family traditions to the younger generations. In view of such, documentation,
archiving, use of information technology and establishment of indigenous knowledge
centres (IKCs) were viewed as alternate methods of preserving IK for posterity.

The study recommended more research to be done on indigenous pharmacopoeias, their
perceived therapeutic properties and associated rituals on promoting safer health care
models for managing pregnancy and childbirth.

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DEDICATION

This thesis is dedicated to my loving parents, Aaron Tuyani Mapangisana and Ritah
Mapangisana, who have always believed in me. The prayers you untiringly uttered on my behalf
and the constant words of encouragement sustained me. Thank you mum and dad!

And to my siblings, Gertrude Tendai, Rosemary, Daniel Farai and Norman Kudzai, whose love,
support and encouragement gave me the strength to persevere during the course of the study.

The dedication is also extended to all the Ndau women who still endeavour to keep the flame of
their Ndau indigeneity alive! For indeed, a people without indigenous knowledge is like a tree
without roots!

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ACKNOWLEDGEMENTS

I am thankful to the Almighty God for the many blessings and the strength to persevere during
the course of this study.

The completion of this thesis involved many people to whom I am deeply indebted, but unable to
state individually. I acknowledge the love and support of both family and friends. I am deeply
thankful to the Ndau women of Chipinge, south-eastern Zimbabwe, who served as research
participants, and whose knowledge and expertise of Ndau indigenous beliefs and practices
shaped this thesis.

A special thanks goes to my supervisors, Professor Sarojini Nadar and Professor Hassan Kaya
whose critical insights and clear guidance helped in shaping the thesis. Kemist Shumba, thank
you for proof-reading my work. I also express my gratitude to all the lecturers in the School of
Religion, Philosophy and Classics for shaping my academic journey. I also acknowledge
Professor Beverley Gail Haddad, with whom I began the doctoral journey, though for a short
period, and for igniting in me the interest in gender studies, thank you Prof. Bev!

I am also deeply thankful to Professor Hassan Kaya for availing funding for the study through
the NRF, without which this study would not have been a success. Thank you so much Prof.
Kaya!

I acknowledge the unwavering prayers, love and support of my family. Most especially my
parents, Aaron Tuyani Mapangisana and Ritah Mapangisana as well as my siblings Gertude
Tendai, Rosemary, Daniel Farai and Norman Kudzai Mapangisana and their families. My friend,
my sister, Ronisa Nyamupfukudza, thank you for always being there for me. The whole extended
Mapangisana family; I acknowledge your constant support and words of encouragement. My in-
laws, the wider Hlatywayo family, thank you for your loving support and encouragement during
the course of my studies. I am indeed thankful for the unwavering love and support of my wider
circle of family and friends. Thank you all for believing in me; you are greatly loved and much
adored.
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Lastly, I would like to express my profound gratitude to my husband, Rev. Dr. Jairos Sukutai
Dakarai (JSD) Hlatywayo for encouraging me to enroll at university. Yes, I might have obtained
a university degree in another field, but without you I doubt I would have made it this far! Thank
you for introducing me to this academic journey! I am truly thankful for your constant words of
encouragement and unwavering financial and emotional support during the course of my studies.
Ebenezer, we both made it this far!

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ACRONYMS AND ABBREVIATIONS

AIDS Acquired Immuno Deficiency Syndrome
AIKS African Indigenous Knowledge Systems
ANC Antenatal Health Care
ATR African Traditional Religion
CIDA Canadian International Development Agency
CODESRIA Council for the Development of Social Science Research in Africa
DIL Daughter(s) in-Law
FDGs Focus Group Discussion(s)
HIV Human Immuno Virus
IK Indigenous Knowledge
IKCs Indigenous Knowledge Centres
IKS Indigenous Knowledge Systems
MIL Mother(s)-in-Law
TBA Traditional Birth Attendant(s)
UNESCO United Nations Educational, Scientific and Cultural Organization

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TABLE OF CONTENTS

DECLARATION .............................................................................................................. i
ABSTRACT.....................................................................................................................ii
DEDICATION ............................................................................................................... iv
ACKNOWLEDGEMENTS ............................................................................................ v
ACRONYMS AND ABBREVIATIONS....................................................................... vii
TABLE OF CONTENTS ............................................................................................ viii

CHAPTER ONE ............................................................................................................. 1
Introducing the study ..................................................................................................... 1
1.1 Introduction ............................................................................................................ 1
1.2 Research problem ................................................................................................... 2
1.3 Objectives and research questions .......................................................................... 3
1.4 Study justification and significance ........................................................................ 4
1.5 Theoretical considerations ...................................................................................... 6
1.5.1 Afrocentricity ......................................................................................................... 7
1.5.2 Postcolonial African Feminism ............................................................................. 13
1.6 Literature review .................................................................................................. 20
1.6.1 IK on pregnancy and childbirth: A global perspective .......................................... 20
1.6.2 IK on pregnancy and childbirth: An African perspective ...................................... 23
1.6.3 IK on pregnancy and childbirth: Insights from Zimbabwe .................................... 26
1.6.4 Grandmothers and senior mothers as providers of indigenous antenatal care……27
1.6.5 Men‟s involvement in the management of pregnancy and childbirth .................... 28
1.6.6 Cultural competency in the management ofpregnancy and childbirth ................... 30
1.7 Chapter summary.................................................................................................. 32
1.8 The structure of thesis .......................................................................................... 33

CHAPTER TWO .......................................................................................................... 36
Significance of the study: History, theoretical contestations and the importance of
indigenous knowledge to local communities……………………………………………36
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2.1 Introduction ......................................................................................................... 36
2.2 Defining indigenous knowledge systems……………………………………………..36
2.3 Varying dimensions of indigenous knowledge systems………………………………39
2.4 Sources of knowledge ........................................................................................... 41
2.5 Physiognomies of indigenous knowledge systems…………………………………...42
2.6 Challenges leading to the decline of Indigenous Knowledge Systems (IKS) ........ 44
2.6.1 Disruption of traditional channels of communication ........................................... 44
2.6.2 Natural loss of IKS ............................................................................................... 45
2.6.3 Historic neglect of IKS…………………………………………………….………..45
2.7 Theoretical contestations of IKS ........................................................................... 46
2.7.1 Indigenous knowledge as scattered and institutionally diffused ............................ 46
2.8 Re-covering, re-awakening, and re-claiming African Indigenous Knowledge
Systems………………………………………………………………………………51
2.9 Chapter summary.................................................................................................. 52

CHAPTER THREE.......................................................................................................53
Research Methodology ................................................................................................. 53
3.1 Introduction ......................................................................................................... 53
3.2 Research design ................................................................................................... 53
3.3 Location of the research context .......................................................................... 56
3.4 Sampling techniques ............................................................................................ 58
3.5 Gaining entry into the research site ..................................................................... 61
3.6 Data collection .................................................................................................... 62
3.6.1 Interviews ............................................................................................................ 62
3.6.1.2 Focus group discussions (FGDs) ......................................................................... 64
3.6.3 Field notes ........................................................................................................... 68
3.7 Data analysis and interpretation ........................................................................... 70
3.8 Credibility, transferability, dependability and confirmability .............................. 71
3.9 Ethical considerations…………………………………………………………………72
3.10 Limitations of the study ....................................................................................... 78
3.11 Self-reflexivity .................................................................................................... 79
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