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Exploring ukuthunywa as African methodology: Decolonial research and ethical considerations
Brief about:
Journal Article (2025)
Written by:
Theorises the African methodology of ukuthunywa, exploring its potential to decolonise research and ethical considerations within African contexts.
In the wake of the #RhodesMustFall and #FeesMustFall protests in 2015 and 2016, there has been a significant push to decolonise knowledge systems in South Africa. These movements highlighted the inadequacies of Western-centric curricula in higher education and called for the inclusion of African knowledge systems. Despite these efforts, there remains a disconnect, as truly decolonised spaces envisioned by the Fallist movements are still lacking. This is attributed to economic constraints, bureaucratic hurdles, and a persistent distrust of African knowledge systems. The reliance on Western methodologies for knowledge production and dissemination continues to dominate, even as calls for decolonial approaches grow louder. The paper argues that this reliance perpetuates an ”epistemological and pedagogical slavery,” where African knowledge is produced and shared through conflicting Western systems. The need to explore methodologies that complement African knowledge production is emphasised, as Western methods often impose standards that may not align with African epistemologies. The paper introduces ukuthunywa, a Zulu practice of ”being sent to run errands,” as a potential methodology for knowledge creation and sharing. This practice, rooted in pre-colonial African education systems, involves the transmission of skills and knowledge through service and participation within the community. The author draws on personal experiences and ethnographic fieldwork with the Mountain Doctors, a group of African healers in Cape Town, to illustrate how ukuthunywa can serve as a decolonial methodology. The Mountain Doctors, who identify with various cultural and spiritual identities, engage in practices that revitalise Khoi and San traditions. Their knowledge of ecology and herbs is shared through communal participation and service, reflecting the principles of ukuthunywa. The paper argues that this methodology can address power imbalances in research and offer a more holistic approach to knowledge production and dissemination.
Key findings
- Ukuthunywa, a Zulu practice, offers a decolonial methodology for knowledge creation and sharing, challenging Western epistemological dominance.Evidence
The practice of ukuthunywa involves being sent to run errands, which serves as a means of skill transmission and community service. It is embedded in African households and involves a power dynamic where the sender has authority over the one being sent. As the individual matures, they gain more power and responsibility, reflecting a communal ethical code of giving back. The author draws on personal experiences growing up in a Zulu community and ethnographic fieldwork with the Mountain Doctors in Cape Town to illustrate how ukuthunywa can serve as a decolonial methodology.
What it meansUkuthunywa challenges Western epistemological dominance by offering a communal and participatory approach to knowledge creation and sharing. It addresses power imbalances in research and provides a more holistic understanding of African knowledge systems.
- Western methodologies often fail to capture the interconnectedness of African knowledge systems, leading to a disconnect in decolonial research.Evidence
The author argues that Western methodologies tend to separate disciplines, whereas African knowledge systems are constructed in non-discipline-specific ways. For example, the foraging of a single herb by the Mountain Doctors involves geography, ecology, spirituality, and sustainability, all interconnected in a single event. Western epistemology encourages separation of these disciplines, which can clash with the holistic nature of African knowledge.
What it meansThe interconnectedness of African knowledge systems challenges the compartmentalisation inherent in Western methodologies, highlighting the need for decolonial approaches that embrace this holistic perspective.
- The application of Western ethical standards in research can alienate participants and undermine the validity of decolonial methodologies like ukuthunywa.Evidence
The author describes challenges faced during fieldwork, such as the use of lengthy consent forms that alienated participants. These forms, focused on legalities and university codes, failed to protect participants and perpetuated distrust. The author adopted alternative approaches, such as engaging participants in their language and focusing on building trust through informal interactions, to address these challenges.
What it meansThe imposition of Western ethical standards can undermine the validity of decolonial methodologies, necessitating alternative approaches that prioritise participant engagement and trust-building.
- The communal and participatory nature of ukuthunywa offers a more accessible and inclusive approach to knowledge sharing, challenging Western systems that restrict access.Evidence
Ukuthunywa involves communal participation and service, ensuring that knowledge and skills are actively transferred and engaged with. The author contrasts this with Western systems that store knowledge in inaccessible libraries and online platforms. The communal ownership and sharing of knowledge in ukuthunywa ensure accessibility and challenge the neoliberal trappings of Western systems.
What it meansUkuthunywa offers a more accessible and inclusive approach to knowledge sharing, challenging Western systems that restrict access and perpetuate inequality.
- The revitalisation of African methodologies like ukuthunywa is essential for decolonising research and addressing the limitations of Western-centric approaches.Evidence
The author argues that the adoption of methodologies like ukuthunywa can restore sidelined African practices and put knowledge back in the hands of indigenous groups. The paper highlights the challenges of Western scholarship, which often presents itself as the only valid science, threatening the development of African methodologies. The author emphasises the importance of developing and recording African methods to provide a source for students and educators when their validity is questioned.
What it meansThe revitalisation of African methodologies is essential for decolonising research and addressing the limitations of Western-centric approaches, ensuring that indigenous knowledge systems are recognised and valued.
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Exploring ukuthunywa as African methodology: Decolonial research and ethical considerations
Cite this brief: Shange, Nombulelo Tholithemba. 'Exploring ukuthunywa as African methodology: Decolonial research and ethical considerations'. Acume. https://www.acume.org/r/exploring-ukuthunywa-as-african-methodology-decolonial-research-and-ethical-considerations/
Brief created by: Dr Nombulelo Tholithemba Shange | Year brief made: 2025
Original research:
- Shange, N. T., ‘Exploring ukuthunywa as African methodology: Decolonial research and ethical considerations’ 13(1) (pp. 53–70) https://doi.org/10.14426/cristal.v13i1.2153. – https://epubs.ac.za/index.php/cristal/article/view/2153
Research brief:
Theorises the African methodology of ukuthunywa, exploring its potential to decolonise research and ethical considerations within African contexts.
In the wake of the #RhodesMustFall and #FeesMustFall protests in 2015 and 2016, there has been a significant push to decolonise knowledge systems in South Africa. These movements highlighted the inadequacies of Western-centric curricula in higher education and called for the inclusion of African knowledge systems. Despite these efforts, there remains a disconnect, as truly decolonised spaces envisioned by the Fallist movements are still lacking. This is attributed to economic constraints, bureaucratic hurdles, and a persistent distrust of African knowledge systems. The reliance on Western methodologies for knowledge production and dissemination continues to dominate, even as calls for decolonial approaches grow louder. The paper argues that this reliance perpetuates an ”epistemological and pedagogical slavery,” where African knowledge is produced and shared through conflicting Western systems. The need to explore methodologies that complement African knowledge production is emphasised, as Western methods often impose standards that may not align with African epistemologies. The paper introduces ukuthunywa, a Zulu practice of ”being sent to run errands,” as a potential methodology for knowledge creation and sharing. This practice, rooted in pre-colonial African education systems, involves the transmission of skills and knowledge through service and participation within the community. The author draws on personal experiences and ethnographic fieldwork with the Mountain Doctors, a group of African healers in Cape Town, to illustrate how ukuthunywa can serve as a decolonial methodology. The Mountain Doctors, who identify with various cultural and spiritual identities, engage in practices that revitalise Khoi and San traditions. Their knowledge of ecology and herbs is shared through communal participation and service, reflecting the principles of ukuthunywa. The paper argues that this methodology can address power imbalances in research and offer a more holistic approach to knowledge production and dissemination.
Findings:
Ukuthunywa, a Zulu practice, offers a decolonial methodology for knowledge creation and sharing, challenging Western epistemological dominance.
The practice of ukuthunywa involves being sent to run errands, which serves as a means of skill transmission and community service. It is embedded in African households and involves a power dynamic where the sender has authority over the one being sent. As the individual matures, they gain more power and responsibility, reflecting a communal ethical code of giving back. The author draws on personal experiences growing up in a Zulu community and ethnographic fieldwork with the Mountain Doctors in Cape Town to illustrate how ukuthunywa can serve as a decolonial methodology.
Ukuthunywa challenges Western epistemological dominance by offering a communal and participatory approach to knowledge creation and sharing. It addresses power imbalances in research and provides a more holistic understanding of African knowledge systems.
Western methodologies often fail to capture the interconnectedness of African knowledge systems, leading to a disconnect in decolonial research.
The author argues that Western methodologies tend to separate disciplines, whereas African knowledge systems are constructed in non-discipline-specific ways. For example, the foraging of a single herb by the Mountain Doctors involves geography, ecology, spirituality, and sustainability, all interconnected in a single event. Western epistemology encourages separation of these disciplines, which can clash with the holistic nature of African knowledge.
The interconnectedness of African knowledge systems challenges the compartmentalisation inherent in Western methodologies, highlighting the need for decolonial approaches that embrace this holistic perspective.
The application of Western ethical standards in research can alienate participants and undermine the validity of decolonial methodologies like ukuthunywa.
The author describes challenges faced during fieldwork, such as the use of lengthy consent forms that alienated participants. These forms, focused on legalities and university codes, failed to protect participants and perpetuated distrust. The author adopted alternative approaches, such as engaging participants in their language and focusing on building trust through informal interactions, to address these challenges.
The imposition of Western ethical standards can undermine the validity of decolonial methodologies, necessitating alternative approaches that prioritise participant engagement and trust-building.
The communal and participatory nature of ukuthunywa offers a more accessible and inclusive approach to knowledge sharing, challenging Western systems that restrict access.
Ukuthunywa involves communal participation and service, ensuring that knowledge and skills are actively transferred and engaged with. The author contrasts this with Western systems that store knowledge in inaccessible libraries and online platforms. The communal ownership and sharing of knowledge in ukuthunywa ensure accessibility and challenge the neoliberal trappings of Western systems.
Ukuthunywa offers a more accessible and inclusive approach to knowledge sharing, challenging Western systems that restrict access and perpetuate inequality.
The revitalisation of African methodologies like ukuthunywa is essential for decolonising research and addressing the limitations of Western-centric approaches.
The author argues that the adoption of methodologies like ukuthunywa can restore sidelined African practices and put knowledge back in the hands of indigenous groups. The paper highlights the challenges of Western scholarship, which often presents itself as the only valid science, threatening the development of African methodologies. The author emphasises the importance of developing and recording African methods to provide a source for students and educators when their validity is questioned.
The revitalisation of African methodologies is essential for decolonising research and addressing the limitations of Western-centric approaches, ensuring that indigenous knowledge systems are recognised and valued.