Colonialism; Domba; Education; Initiation; Intergenerational Knowledge; South Africa; Sustainability;

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112345526&doi=10.1093%2foso%2f9780197517550.003.0010&partnerID=40&md5=ad94ebb493a62e06b54c3b604c4a4252

10.1093/oso/9780197517550.003.0010

The domba school of girls’ initiation is recognizable to many ethnomusicologists from John Blacking’s historic work in Venda communities in South Africa in the 1950s. Blacking’s study illuminated the central role of music in children’s lives in Venda communities. However, at present, domba and the unique songs and stories of Venda childhood are highly endangered, with significant ramifications for contemporary children’s education, cultural practices, and well-being in Venda communities. This chapter explores collaborative research that aims to draw together ethnomusicological methodologies such as audio and video documentation with community-driven efforts to embed the teaching and learning from domba into the school curriculum. Because children have historically been viewed as research objects, rather than participants, this collaborative effort highlights the significance of including children and young people in the research process. By connecting music to a broader cultural context, our research explores the emotional, physical, and socio-cultural transition from childhood to adulthood that is embodied musically in initiation schools and through the transmission of traditional Venda children’s musical arts practices (song, dance, instrumental performance). Our research aims to contribute to knowledge about critical issues, including the connection of well-being to arts education and the sustainability of intangible cultural heritage through unique and collaborative methodologies that prioritize the engagement of children and young people.