Ayanda Simayi

There is a growing global recognition of the importance of integrating Indigenous Knowledge with effective teaching of taboo concepts such as the menstrual cycle, especially in rural post-colonial societies. However, little research has been conducted on how the use of multiple IK embedded vernacular metonymies, polyphonies, and taboos for menstruation may lead to misinterpretations in scientific contexts within homogenous cultures that avoid standard vernacular concepts for sexual topics. The study focused on intracultural communication among Xhosa culture teachers to develop Uvimba, a Sexual Concepts Repository consisting of culturally appropriate concepts for teaching menstrual concepts. The sample consisted of 8 Grade 12 Biology teachers selected purposefully from various rural secondary schools located in remote villages of the Eastern Cape Province, South Africa. A qualitative Participatory Action Research design underpinned by a critical paradigm was used, with data generated through semi-structured questionnaires and focus group discussions. A Professional Development was framed on Contiguity Argumentation Theory and Bakhtin's heteroglossia theory. Thematic data analysis was conducted using manual techniques and Atlas. ti 8 software. Findings indicate that teachers reached consensus through communication within their cultural group and established Uvimba, a Sexual Concepts Repository based on Xhosa cultural practices mapped against English scientific concepts for menstruation. A recommendation is made that Uvimba be used as a standard glossary in the curriculum, suggesting that cultural euphemisms could serve as connecting tools and offer an effective approach for understanding culturally sensitive sexual concepts globally, cutting across heterogenous cultures and diverse sectors such as healthcare professions, Higher Education Institutions, and in multiple environments where people interact.

 

 

 

Indigenous Knowledge, rural, Uvimba, menstrual cycle, Xhosa.