Violence in South African Schools: Perceptions of Communities about a Persistent Problem

Mgijima, Miranda N.

doi:10.5901/mjss.2014.v5n14p198

Cited by 4 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies conducted confirmed that school violence is a global challenge (Burton & Leoschut, 2013;Dunne et al, 2013;UNESCO, 2017;Ngidi, 2018). Similarly, in South Africa, the issue of indiscipline and unsafe school environments is of great concern (UNESCO, 2017;Basic Education Rights Handbook, 2017;Mgijima, 2014). Other studies conducted in South Africa found that school violence results in a loss of teaching and learning because the interruptions require to be attended to (Mkhize et al, 2011;Ncotsa & Shumba, 2013;Netshitangani, 2014;Ngidi, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Whereas an atmosphere of safety is an essential for teaching, learning and educational growth (Department of Education, 2008;Mgijima, 2014), there is a challenge of a high prevalence of violence in South African schools (South African Council of Educators [SACE], 2011;Netshitangani, 2014;Mncube & Steinmann, 2014;Basic Education Rights Handbook, 2017;UNESCO, 2017). Maphosa (2011) concurs that the occurrence of unruly behaviour is rapidly becoming a severe problem for teachers because a dangerous school atmosphere diminishes the quality of education in any school setting.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Knowledge Landscape of School Disciplinary Committees on Disciplinary Policies in Mopani Education district, Limpopo Province, South Africa

Mathebula

Runhare

2021

IJLTER

View full text Add to dashboard Cite

Despite the clarity of the South African Schools Act (SASA) 84 of 1996 on the need to craft and implement a learners’ Code of Conduct by school governing bodies (SGBs), there seems to be a gap between the espoused learner disciplinary policies and practice at schools. Using the case study research design, the knowledge scope on education policies by the school disciplinary committees (SDCs) was examined at two secondary schools in a predominantly rural South African district. The study employed a qualitative approach to gather data from purposefully selected informants using focus group and face-to-face interviews. The study sample was composed of 35 participants who were school disciplinary policy duty bearers, comprising 10 SGBs, 10 school management teams (SMTs) and 10 SDC members, as well as five class teachers. The main findings from the thematically analysed narrative data pointed to inadequate knowledge of policies by most SDC committee members. In addition, although the two schools had learners’ codes of conduct that were aligned to SASA, the SDCs were loosely adhering to the provisions of the disciplinary policies in their operations. The gap between the espoused policy and policy in action was found to be due to the policy duty bearers’ inadequate knowledge of the national policy that governs school discipline. This calls for the Department of Basic Education (DBE) to offer policy enhancement workshops for SDCs and to employ a policy monitoring instrument on the functioning of SCDs.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Knowledge Landscape of School Disciplinary Committees on Disciplinary Policies in Mopani Education district, Limpopo Province, South Africa

Mathebula

Runhare

2021

IJLTER

View full text Add to dashboard Cite

show abstract

“…Beyond the need for identification of child maltreatment, there is an urgent need to conduct research to evaluate the effects of current approaches to child protection, as well as the feasibility and effectiveness of evidence-based approaches to the SA context, such as multisystemic therapy and functional family therapy (Celinska, Furrer, & Cheng, 2013;Van der Stouwe, Asscher, Stams, Dekovic, & van der Laan, 2014). Similarly, there is a need to study approaches that address student behavior and school violence, including the training and support for teachers and administrators to implement school and classroom management that relies on proven techniques (e.g., multi-tiered systems of behavioral support; Bradshaw, Reinke, Brown, Bevans, & Leaf, 2008;Horner et al, 2009), rather than the prevalent piecemeal approach to addressing student behavior (see Mgijima, 2014). Further, community-based interventions to address the rampant problems with drugs and gangs in schools and townships are needed, given their association with violence (Mncube & Harber, 2013).…”

Section: Implications For Future Researchmentioning

confidence: 99%

“I Grew Up… I Was Still Small”: Experiences before and after Juvenile Incarceration in South Africa

Gagnon

Murphy

Howie³

2020

Exceptionality

View full text Add to dashboard Cite

Child maltreatment and exposure to violence are pervasive in South African townships. Coupled with economic hardships, many youth turn to drugs and crime, and eventually come in contact with the juvenile justice system. The purpose of this study was to gain an in-depth understanding of how one young man perceives aspects of his life prior to, during, and after incarceration in South Africa. The study focuses on a semi-structured interview with "Bobby", a twenty-six-year-old male living in a city in western South Africa. The theoretical perspective guiding this study was Dilthey's hermeneutics. The interview data was analyzed using Gilligan's Listening Guide methodology. Prevalent themes include pervasive violence for Bobby at home and in school, drug abuse, gang activity, and crime. Bobby's experiences often produced dissonant melodic linesconflicting voices that are in opposition with one another. Two voices of conflict were the voice of knowing his current reality and the voice of evading the violent reality that surrounds him. This study illustrates the need for research to hear the voices of other youth, as well as the need for research on effective school-and community-based interventions to address issues with the maltreatment of youth, substance abuse, and gang involvement.

show abstract

“…It should also be a place where learners can develop healthy relationships with other learners, irrespective of social class, sex, creed, ethnic background, and age (Amedahe & Owusu Banahene, 2007). Both learners and educators are equally at risk, as perpetrators relentlessly pounce on innocent victims (Mgigima, 2014). The negative impact of aggression and violence in schools not only makes the school environment a vulnerable place for educators and learners to do their work and perform other duties peacefully, but also diminishes the quality of education given to learners.…”

Section: Introductionmentioning

confidence: 99%

Violence in rural schools in South Africa: Perceptions of school principals and school governing bodies

2024

Pie

View full text Add to dashboard Cite

Violence, crime, and abuse against learners present a grave picture of problems in South African schools and are on the increase, as substantiated in articles. daily newspapers and news bulletins. The problem of violence is a complex one, and has been elevated to a national concern. The study was based on the perceptions and experiences of school principals and school governing bodies (SGB). Semi-structured interviews and observations were used to collect data. The study revealed that the unprofessional conduct of teachers, teacher absenteeism, a weak criminal justice system, dysfunctional family structures, absence of school leadership, and a precarious school environment all contribute to violence. The study also produced evidence of unrealistic expectations of teachers who do not take the individual needs of learners into account. Although schools craft learner codes of conduct to deal with learner discipline, it seems that at most schools, the school management is unable to implement these codes of conduct effectively. Poorly managed schools are likely to experience more violence. This qualitative study was conducted at South African rural schools to obtain insights into the prevalence of violence in schools, and the management thereof. Using purposeful sampling we explored the perceptions and experiences of principals and school governing bodies (SGBs). Semi-structured interviews and observations were used to collect data, and these were analysed using Tech's method of coding. The article recommends the enhancement of management, school effectiveness, and professional conduct of teachers in South African rural schools. School management teams should take a leading role of curbing learner violence by stringently enforcing learner codes of conduct and providing teachers with professional training so that they can manage learner discipline in schools effectively. Furthermore, learners and educators need to be empowered to manage conflict and to fulfil their education roles.

show abstract

Violence in South African Schools: Perceptions of Communities about a Persistent Problem

Abstract: Multiple incidents of violence in South African

Cited by 4 publications

References 19 publications

The Knowledge Landscape of School Disciplinary Committees on Disciplinary Policies in Mopani Education district, Limpopo Province, South Africa

The Knowledge Landscape of School Disciplinary Committees on Disciplinary Policies in Mopani Education district, Limpopo Province, South Africa

“I Grew Up… I Was Still Small”: Experiences before and after Juvenile Incarceration in South Africa

Violence in rural schools in South Africa: Perceptions of school principals and school governing bodies

Contact Info

Product

Resources

About