Could Vhavenda initiation schools be a panacea for HIV and AIDS management in the Vhembe district of South Africa?

• Published in: Curationis (Pretoria) Vol. 45; no. 1; pp. e1 - e10
• Main Authors: Ndou-Mammbona, Avhatakali A, Mavhandu-Mudzusi, Azwihangwisi H
• Format: Journal Article
• Language: English; Portuguese
• Published: Pretoria African Online Scientific Information Systems (Pty) Ltd t/a AOSIS 2022; AOSIS (Pty) Ltd; AOSIS; Democratic Nursing Organisation of South Africa (DENOSA)
• Subjects: Acquired immune deficiency syndrome; AIDS; AIDS (Disease); Analysis; Biology; Circumcision; Culture; Data collection; Disease prevention; Disease transmission; Ethics; Ethnography; Gender; Health Care Sciences & Services; Health Policy & Services; HIV; HIV (Viruses); hiv infections; Human immunodeficiency virus; Immune system; Interviews; Medical informatics; Nursing; Original Research; Population; Prevention; Researchers; Rites of passage; Schools; Sexually transmitted diseases; Social norms; traditional healers; traditional initiation schools; vhavenda; South Africa; Sub-Saharan Africa; traditional initiation schools; traditional healers; Ethnography; HIV infections; Vhavenda
• ISSN: 0379-8577; 2223-6279; 2223-6279
• DOI: 10.4102/curationis.v45i1.2356

Background Several human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) prevention strategies have been implemented to counteract the impact of the disease, including the use of condoms, social marketing, testing, voluntary counselling and education programmes. One of the platforms which has not been fully explored is that of traditional initiation schools. Objectives This study aimed to explore and discuss Vhavenda traditional initiation schools, which can be used as panacea for HIV and AIDS management in the Vhembe district of South Africa. Method This ethnographic study was conducted in the Vhembe district of South Africa, among nine purposively sampled key informants drawn from a cohort of Vhavenda traditional healers and leaders. Data were collected using semistructured face-to-face interviews and analysed using ethnographic content analysis. Results The results indicate that Vhavenda traditional initiation schools positively affect the management of HIV and AIDS. Initiation schools are centres for cultural education and the formation of a cultural identity. During the initiation process, initiates are taught social norms, customs and values which will serve them well in adulthood. They are also taught matters of sexuality, courtship, marriage and respect for others. Conclusion The positive attributes of Vhavenda initiation schools should be accommodated and implemented in curricula from the primary school level up to the tertiary level to reduce and curb the spread of HIV infection. Contribution Improved expertise at the initiation schools will aid the Department of Health and Education and Training to develop and implement suitable cultural contextualised HIV and AIDS prevention strategies.