To discipline or to punish? A critical discourse on schooling in South Africa

Ndofirepi, Amasa P.; Makaye, Jeriphanos; Ndofirepi, Elizabeth S.

doi:10.15580/gjer.2012.4.103112182

Cited by 5 publications

(5 citation statements)

References 11 publications

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“…However, the Western concept and approach to SEL continues to remain dominant in the EiE and CPiE sectors globally and an assumption As such, SEL is one of a long list of Western educational interventions that have been rolled out across African societies, both displaced and non-displaced, over the last three decades to address perceived deficits within education systems and child development practices. There is an abundance of literature documenting the spread, challenges, potentials, and failures of approaches such as: learner-centered pedagogies (LCP) (Sakata et al, 2021;Vavrus et al, 2011;Vavrus & Bartlett, 2012), early childhood development (ECD) programming (Ng'asike, 2014;Pence & Marfo, 2008;Serpell, 2019), school discipline practices (Ndofirepi et al, 2012;Rampa, 2014;Sibanda & Mpofu, 2017), child rights policies (Bourdillon & Musvosvi, 2014;Maudeni, 2010), and play-based learning (PBL) (Chick, 2010;Lancy, 1996) across African societies and education systems.…”

Section: Problematizing Western Selmentioning

confidence: 99%

Social Emotional Learning with Refugees in East Africa

Dalrymple

2023

CICE

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Social emotional learning (SEL) has become a popular trend in the field of Education in Emergencies (EiE). Many SEL programs targeting refugee learners aim to help individuals develop skills that are necessary for learning and development, as well as mitigate the adverse impacts of crisis and displacement. While nearly half a billion USD has been invested in SEL initiatives for refugee and crisis contexts world-wide, little evidence exists about the impacts of SEL interventions with refugee communities. As 20% of all refugees globally reside in East Africa, and it is estimated that over 152 million African children live in active conflict zones, this study set out to qualitatively examine understandings, implementation, and implications of SEL interventions across actors engaging refugee communities in the region. The results expose tensions, challenges, and complex dynamics related to culture, power, and the complicated reality of implementing refugee education initiatives in East Africa. While further research into this area of inquiry is needed and proposed, these study findings provide a stronger understanding of the refugee education landscape in East Africa and its current insufficiencies through the example of SEL, and serve to inform other topical EiE interventions and the broader uptake of SEL by education systems globally.

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Section: Problematizing Western Selmentioning

confidence: 99%

Social Emotional Learning with Refugees in East Africa

Dalrymple

2023

CICE

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“…These varying conceptions are offered by various scholars (Ndofirepi et al, 2012;Nakpodia 2010;Yang 2009;Dartnell, 2008;Mertus & Rawls, 2008;Leatherman, 2008;Mokhele, 2006;Foucault, 1995). Regardless of these considerable variations and contestations around the concept of 'discipline', we should hasten to emphasise that there is a common thread running through them.…”

Section: Discipline As Powermentioning

confidence: 99%

“…And yet the banishment seems to have resulted in the escalation of school disciplinary problems. Notwithstanding good strides of excellence in post-apartheid education transformation, a significant number research (Ndofirepi et al, 2012;du Preez & Roux, 2010;Hawkins, 2009;Deacon, 2006;Christie, 1998) claims that poor discipline in public schools has become a major concern following the abolishment of corporal punishment by the National Department of Education. Whether it is viewed as moulding or domination, the traditional school discipline is slowly losing ground.…”

Section: Introductionmentioning

confidence: 99%

Foucault and School Discipline: Reflections on South Africa

Pitsoe

Letseka

2014

MJSS

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“…This contradiction has resulted in teachers’ reliance and continued exclusive use of violent punishment as a disciplinary measure. Furthermore, there are many countries in which violent discipline is still legal [ 3 , 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

Reducing violence against children by implementing the preventative intervention Interaction Competencies with Children for Teachers (ICC-T): study protocol for a cluster randomized controlled trial in Southwestern Uganda

Ssenyonga

Hermenau

Nkuba

et al. 2018

Trials

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BackgroundAn adolescent's school is often the second most important place for his development and education after the home. However, reports highlight the recurrence of the use of violent discipline in schools. There are few school-based interventions that aim at reducing violence at school that have been implemented and evaluated in sub-Saharan Africa. To reduce violent disciplinary measures used at school, we aim to implement and evaluate the feasibility and efficacy of the preventative intervention Interaction Competencies with Children for Teachers (ICC-T).Methods/designThe study will be conducted in six randomly selected districts of the Ankole region in southwestern Uganda. We shall randomly select two mixed-day secondary schools from each district that fulfill our inclusion criteria. Schools will be randomly assigned to the intervention condition, where ICC-T will be implemented, and control schools (no intervention). Sixty students between the ages of 12 and 17 years and at least 15 teachers per school will be included in the trial. We aim to collect pre-assessment data directly before the intervention (t1) and 3 months after the intervention (t2) in both intervention and control schools.Using self-administered questionnaires, we will measure students’ exposure to violence using the Conflict Tactics Scale (CTS), their psychological well-being using the Strengths and Difficulties Questionnaire (SDQ), and teachers’ positive attitudes towards violent disciplining and teachers’ use of violent disciplinary methods (CTS). The implementation feasibility of ICC-T in the cultural context of southwestern Uganda will be assessed with purpose-built measures that follow the guidelines for feasibility studies assessing the demand, applicability, acceptability, and integration of core elements in the daily work.DiscussionThe proposed study will allow us to test the feasibility and efficacy of a preventative intervention seeking to reduce violent disciplinary measures in school settings using a scientifically rigorous design. The proposed study provides the opportunity to contribute to the attainment of goal number 16.2 of the United Nations’ Sustainable Development Agenda 2015–2030, which aspires to end all forms of violence against children.Trial registrationClinicalTrials.gov, NCT03051854. Registered on 14 February 2017.Electronic supplementary materialThe online version of this article (10.1186/s13063-018-2827-9) contains supplementary material, which is available to authorized users.

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To discipline or to punish? A critical discourse on schooling in South Africa

Cited by 5 publications

References 11 publications

Social Emotional Learning with Refugees in East Africa

Social Emotional Learning with Refugees in East Africa

Foucault and School Discipline: Reflections on South Africa

Reducing violence against children by implementing the preventative intervention Interaction Competencies with Children for Teachers (ICC-T): study protocol for a cluster randomized controlled trial in Southwestern Uganda

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