Indigenous knowledge systems and character formation among Shona boys and men

This article interrogates the key dimensions of Indigenous Knowledge Systems (IKS) that shape behaviour and character formation among Zimbabwean boys and men. IKS has historically functioned as a springboard for cultivating positive behavioural attributes such as self-discipline, integrity, humility, empathy, confidence, and self-esteem. However, it is also critiqued for reinforcing some of the challenges confronting Zimbabwean men today. This study, therefore, examines how IKS simultaneously fosters positive and negative masculinities, internalised through socialisation processes. The analysis is framed by Social Cognitive Theory (SCT) and Ecological Systems Theory (EST), offering a comprehensive lens for addressing the behavioural and social challenges facing Zimbabwean communities as they mould boys into responsible men. A qualitative research design was adopted, drawing on in-depth interviews, focus group discussions, and secondary data analysis. Purposively selected male informants (n=25), aged between 18 and 65 and with demonstrable IKS backgrounds, were recruited from both rural and urban communities. Ethical protocols were observed, including obtaining informed consent and using pseudonyms to ensure anonymity. Data were analysed thematically using a web-like analytical strategy to capture interrelated patterns. Findings reveal that IKS operates as a two-edged sword: while it can be harnessed to instil positive behaviour and strengthen communal responsibility, if poorly managed, it risks entrenching harmful gender norms, toxic masculinities, and regressive practices. The study concludes that community institutions should strategically leverage IKS to reinforce its constructive dimensions while mitigating its damaging effects. Doing so would help nurture culturally grounded, socially responsible, and gender-sensitive citizens capable of responding to contemporary societal challenges.