Analysing Teachers’ Perspectives on the Significance of Religious Education to Curb Learners-on-Teacher Violence in South African Schools

Abstract

The purpose of this empirical study was to discuss the perspectives of teachers on the significance of Religious Education (RE) in curbing learner-on-teacher violence in schools. It also discussed the challenges faced by teachers in promoting a healthy relationship with their learners. Globally teachers are faced with violent acts perpetrated by learners against them, and these acts disturb teaching and learning as well as their relationships. The paper which was couched in Critical Social Theory (CST), argued that human beings should be emancipation and liberated from the circumstances that enslave them. CST challenges the status quo and strives for a balanced and democratic society. It is concerned with the issue of power relations within society and the interaction of education, economy, religion, and other social institutions that contribute to a social system. The study adopted Participatory Action Research (PAR). PAR advocates for community engagements. PAR was adopted because it advocates for open, clear communication and critical self-reflection among co-researchers during action. The paper responded to two questions. What are teachers’ perspectives on Religious Education in schools and how can religious education curb learners-on-teacher violence in schools? The study found that teaching RE in schools fostered tolerance and respect for diversity and teachers. In light of the findings, the study recommends that teaching RE at school requires reintroduction to curb learner-on-teacher violence. This study will bring a unique perspective on sustainable teacher-learner relationships through Religious Education and make policymakers aware about the significance of RE in schools. Keywords: Religious Education, Leaner-On-Teacher Violence, School Safety, Self-Reflection