Peer Aggression by Secondary School Learners in a South African School Setting: Effects of Race, Ethnicity, and Gender

Botha, Johan; Myburgh, Chris; Poggenpoel, Marie

doi:10.1080/14330237.2012.10820546

Cited by 11 publications

(6 citation statements)

References 6 publications

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“…The South African Institute of Race Relations study indicates that 77% of learners say they feel unsafe in their school environments (Manual 2014:10). As has already been noted, the causes of this violence and aggression are deeply rooted in society (Botha, Myburgh & Poggenpoel 2012;Lau & Stevens 2010;Mankayi 2010;Muthukrishna 2011; Chapter Singh & Steyn 2013). Surty (2014:4) posits that urgent attention needs to be paid to the role of violent behaviour, sexual abuse, drug abuse and bullying in establishing a climate of abusive behaviour towards both educators and authority in schools.…”

Section: Aggression and Violence Contributing To Unsafe South African School Environments: The Face Of Human Rights Violationsmentioning

confidence: 92%

Deliberating ways in which diversity in skills capacity of schools violates learners’ rights: Possible solutions

Plessis¹,

Küng²

2019

NWU Education and Human Rights in Diversity Series

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Section: Aggression and Violence Contributing To Unsafe South African School Environments: The Face Of Human Rights Violationsmentioning

confidence: 92%

Deliberating ways in which diversity in skills capacity of schools violates learners’ rights: Possible solutions

Plessis¹,

Küng²

2019

NWU Education and Human Rights in Diversity Series

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“…Many researchers have looked to schools to investigate how ideas of race are played out in these (apparently) transforming institutions. Often these studies highlight how race remains central to student-student and student-teacher interactions (Botha, Myburgh & Poggenpoel, 2012;Bhana & Pattman, 2010;Dolby, 2001). While we do not necessarily dispute this, it would be interesting to use a different research lens to note how, despite this, young people may still imagine a future where race may not, or at least not in expected ways, mediate personal experiences.…”

Section: Why Talk To Young People?mentioning

confidence: 99%

Non-racialism, racialism, racism: The power of youthful dreams

Erwin¹,

Pillay²

2019

Race in Education

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“…A culture of aggression is a matter of concern in secondary schools in South Africa today. According to Botha, Myburgh and Poggenpoel ( 2012 :412–414), a culture of aggression possesses the potential to harm learners’ daily interaction with peers, as well as the school community at large. It may also have the potential to affect learners’ mental health negatively.…”

Section: Introductionmentioning

confidence: 99%

Patterns of a culture of aggression amongst Grade 10 learners in a secondary school in the Sedibeng District, South Africa

2015

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BackgroundA number of reports to the Department of Education indicated high levels of aggression in a Grade 10 A class in a secondary school in Sedibeng District, Gauteng. Teachers, the school management team, school governing body, school-based support team, parents, community leaders and learners seemed unable to manage this constructively. Neither the culture of aggression nor the influence of this phenomenon on those entrapped in it were understood. No published research reports could be found on cultures of aggression in South African secondary schools. There was therefore a dire need to explore and describe the culture of aggression in this specific Grade 10 A class.ObjectivesThis article reports on patterns of a culture of aggression observed amongst learners in a Grade 10 class in a secondary school in the Sedibeng District of the Gauteng Department of Education.MethodA qualitative, exploratory, descriptive and contextual research design was followed with an ethnographic approach. Purposive sampling was used to select participants. Data consisted of observations of ‘rich points’, interviews and field notes, and thematic data analysis and an independent coder were used.ResultsFindings reflected four patterns of a culture of aggression amongst learners, namely patterns of anger, bullying, fighting, and challenges to moral values. At the root of these were neglect of and non-adherence to human rights and a sound base of morals.ConclusionThe challenge is to assist the involved learners to respect each other's human dignity, so that relationships can be developed in which those involved act with sensitivity towards each other's needs. Such relationships often also result in the development of self-respect and a nuanced future orientation as part and parcel of mental health.

show abstract

Peer Aggression by Secondary School Learners in a South African School Setting: Effects of Race, Ethnicity, and Gender

Cited by 11 publications

References 6 publications

Deliberating ways in which diversity in skills capacity of schools violates learners’ rights: Possible solutions

Deliberating ways in which diversity in skills capacity of schools violates learners’ rights: Possible solutions

Non-racialism, racialism, racism: The power of youthful dreams

Patterns of a culture of aggression amongst Grade 10 learners in a secondary school in the Sedibeng District, South Africa

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