Browsing by Author "Dlungwane, Angel Duduzile"

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Gender-based violence among high school youth in the Umlazi District, Durban
(2023) Dlungwane, Angel Duduzile; Hamlall, Vijay
Violence in schools is on the rise in South Africa, and its impact on students is becoming increasingly clear. Of particular, gender-based violence is a challenge in many South African schools. Whilst most studies frequently focus only on the victims' experiences, this study explored the effects of gender-based violence on victims as well as the perpetrators. The aim of this study was to explore gender-based violence amongst high school youth at Vuma High School and Phakama High School situated in the township of Umlazi, Durban, KwaZulu-Natal. This study investigated the nature, causes and effects of gender- based violence at these chosen schools. The theoretical foundation of this study is based on a socio-constructivist approach, which underpins the study's methodological design and is informed by the perspectives of many researchers on gender violence among school-going learners. Twenty-four learners and twenty educators were purposively selected from two Durban-based high schools in the Umlazi district. The twenty-four learners interviewed were identified from educator’s observation of conflict situations at the school, in the classroom and the playground, particularly between male and female learners. The educators identified those learners who diffused the conflict peacefully and those that fostered violent reactions. The learners chosen were from the FET phase (15-18 years of age). The twenty most senior educators formed the sample of educators for this study. Seniority was determined according to the number of years teaching experience. Face-to-face interviews were conducted with both the learners and educators. Three focus groups interviews for learners as well as for educators were also conducted in each of the chosen schools. Participation in this study was voluntary with confidentiality maintained. The data was recorded and transcribed to ensure credibility. The results were interpreted and analysed against existing literature using thematic content analysis. The findings of this study revealed that gender-based violence was implicitly and explicitly enacted. The implicit violence took the form of having fun and joking at the expense of the girl learners. On the other hand, explicit violence took the form of interpersonal violence and sexual abuse. Significantly, it emerged that the main causes of gendered violent behaviour were associated with the boy learners’ construction of masculinity as well as the gendered practices within the school environment. This study recommends an integrated comprehensive approach of all stakeholders in the form of educational intervention programmes towards resolving school genderbased violence.
Implicit gender-based violence against black high school girls in South African township schools
(University of the Free State, 2024-03-29) Dlungwane, Angel Duduzile; Hamlall, Vijay
School-related gender-based violence (SRGBV) is a major obstacle to universal schooling and the right to education for girls. Inequitable gender norms and stereotypes, based on hierarchies and forms of subordination, amplify and contribute to the SRGBV. Extensive literature on gender-based violence in South African schools exists, and much of it explains the connection between masculinity and gender-based violence. There is a paucity of studies on the SRGBV in South Africa that focus on implicit nature of GBV. This paper draws upon semi-structured individual interviews and focus group interviews with girls, boys and educators at two South African township schools to examine implicit nature of GBV. The findings revealed that boys were the main perpetrators of implicit gender-based violence. The analysis showed that implicit violence took the form of joking, teasing, social bullying, alienation and spreading rumours. While in most cases, the perpetrators of the violence were boys and the victims were girls, we gained a far more comprehensive picture of how GBV was perpetrated at schools. The participants provided us with fresh insights into the complexities of GBV and highlighted the extent to which sociocultural factors have an impact on SRGBV. An important conclusion from this study is that there are multiple and qualitatively different pathways to the enactment of GBV, and it is important to understand these dynamics if school violence prevention interventions are to be effective. This study recommends an integrated, comprehensive approach by all stakeholders in the form of educational intervention programmes towards the eradication of school gender-based violence. It is vital to include boys in these programmes for them to understand the importance of healthy relationships and to break free from harmful stereotypes. Parents, educators, coaches and policymakers play a role in challenging the belief that boys and mens violence is normal.