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Theses and dissertations (Management Sciences)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/14

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    Educating secondary school learners on nonviolence using a transformative approach to reduce violence in a Zimbabwean secondary school
    (2023-04) Moyo, Dorothy; Harris, Geoffrey Thomas
    Zimbabwe is facing increased violence by and against learners at institutions of learning. As part of efforts to reduce school violence, this study sought to educate learners on non-violence, using a transformative approach to learning. The aim of the study was to build a culture of peace at the school of study. To achieve this, the study used a participatory action research approach to address the problem and find solutions. The study was informed by Lederach’s Conflict Transformation theory and Bronfenbrenner’s Ecological Systems theory. Twenty-four learners and four teachers were purposively sampled to participate in the study. Data was collected using questionnaires administered at the beginning of the study to 274 learners and 20 teachers. In addition, focus group discussions, interviews and observations were used to collect data. Working with participants, an intervention to address the problem was planned, implemented and evaluated. The intervention that was put in place was a peace club. Experiential learning was the pedagogy used by the peace club. To reinforce peace club learning peace club members attended a two-day workshop on conflict resolution and transformation. Quantitative data was analysed using percentages and reported in graphs and tables. Qualitative data was analysed using thematic analysis and reported in narrative form with the use of thick descriptions. The study was evaluated for short term outcomes and the finding of the study revealed that learners can be taught non-violent ways of resolving conflict. The main reason learners resort to violence as a way of resolving conflict is because they have not been taught non-violent alternative methods. Learners are brought up in violent settings, at home, school and wider community and as they develop, they learn that violence is a means to an end and the only way of resolving conflict. Since violence is learnt, it can also be unlearnt
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    Utilising action research to build peace at Njobokazi village, Kwazulu-Natal
    (2023-04) Shozi, Dizline Mfanozelwe; Harris, Geoffrey Thomas
    The rural community of Njobokazi at the remote border of the EThekwini Metro has been the scene of violent conflict for decades. Many people have been killed and many houses and community assets destroyed. Much of the violence was driven by a conquest mentality, informed by ubunsizwa, an aggressive form of masculinity where the winning faction is not satisfied with defeating their opponents but instead would drive them out of the village altogether. Violence has seeped into every aspect of life and was the only way people knew to deal with any dispute or difference. Using an action research approach with strong participation from community members, my aim was to try to build peace in the community. The intervention involved training in conflict resolution skills and psychological support to handle trauma from past violence. People who used to fight before came together in groups; as a result, many relationships were repaired. A full evaluation conducted roughly a year later showed that the group training had a powerful effect in reducing violence in the community. A key factor in this was the contribution of women, who are a major resource for bringing peace.
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    The role of South Sudanese refugee and Ugandan women in peace and conflict transformation, Uganda
    (2022) Dawa, Irene; Kaye, Sylvia Blanche
    This study was guided by two research questions: (1) what explains the current participation or lack thereof of refugee and host community women in conflict transformation and peacebuilding in their communities? and (2) how can women and men be empowered to work together and what are the opportunities and limitations to their participation? The study adopted a mixed methodology approach. An exploratory and constructivism worldview orientation was employed to facilitate participation and understanding the meanings narrated by participants. Data pertaining to the study were collected from respondents comprising refugee and host community women and men through observations, individual interviews, focus group discussions, semi-structured questionnaires, and document analyses. The study revealed that women of Bidibidi refugee settlement played a major role in conflict prevention/transformation and peacebuilding through information sharing, motherhood and childcare, intermarriages between communities, social support psycho-social and spiritual healing to resolve and transform violent conflict. The study identified several findings: that the inclusion of men into women programs is beneficial as it facilitates relationship-building for sustainable peace; the positive impact of women participation in conflict transformation. The study further revealed that peacebuilding was being undermined by multiple factors including: a lack of resources for women including access to education, gender-insensitive infrastructure in the settlements, a lack of knowledge and skills, cultural barriers that restrict women’s participation in public lives, a general lack of focus on peacebuilding and conflict transformation, and an inadequate level of education/training for women. The study concluded that achievements by women in conflict transformation and peacebuilding at grassroots level received little to no attention as they continue to be side-lined by all actors including the humanitarian actors in peace processes in the settlement. The study therefore makes a deliberate call to stakeholders, especially the Government of Uganda and humanitarian actors, to utilise the untapped expertise of women and address these challenges for sustainable peace in the settlement and the country at large. Being a pioneer study in a refugee settlement in Uganda, further studies will need to be carried out to identify appropriate strategies through which these challenges can be addressed in order to achieve meaningful participation of women in peacebuilding and conflict transformation.
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    Intervention strategies to reduce school violence in Bhekulwandle rural community
    (2022) Mlambo, Primrose Sibusisiwe; Harries, Geoffrey; Kaye, Sylvia
    Given the extent of violence in South Africa, it is not surprising that its schools are also venues where various forms of violence are common. Since 1994, in the pursuit of ending violence in schools, attention has been given to ending corporal punishment and reducing other forms of violence; most of these efforts have emphasized retributive discipline methods. This research adopted a restorative approach to violence in one high school, with a focus on grade nine learners in 2019 who could be entering grade 10 in 2020. An action research approach and a mixed methods research design were employed. Quantitative data from learners was collected via questionnaires, and this was supplemented by focus group discussions and interviews with learners, teacher, and other stakeholders. The main finding was that restorative interventions, such as peacemaking circles, together with transformative learning - covering both the curriculum and pedagogy- contributed to building a culture of peace in this high school.
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    Developing a youth empowerment model for peaceful schools : a case study
    (2021-04) Dewan, Fathima; Kaye, Sylvia Blanche; Harris, Geoffrey Thomas
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    Reducing gender-based violence : an action research among Zimbabwean youth
    (2018) Maphosa, Buhlebenkosi; Kaye, Sylvia Blanche; Harris, Geoffrey Thomas
    Gender-based violence is an issue with high global concern. Research has principally focused on the adult population’s responses to existing definitions of violence, particularly gender-based violence in the search for effective and sustainable violence prevention strategies. Few studies have examined how young people themselves define violence and the aspects that lead to their acceptance and application of violence. This doctoral thesis reports on the findings derived as part of an action research conducted in two secondary schools in Zimbabwe, urban and rural respectively, with young people between the ages of 14-18 years. The study examined young people’s attitudes towards gender-based violence and their tolerance towards it, in an effort to engage youth in proactive strategies in preventing gender-based violence and empower them to be actively involved in developing an environment free from violence for themselves as well as their peers. The study involved questionnaires and focus group discussions, a subsequent prevention intervention and an evaluation of the intervention implemented in their schools using questionnaires and focus group discussions. The study revealed that gender roles, norms and stereotypes form a corpus of aptitudes of what violence involves and the tolerance surrounding violence. Particular forms of violence were identified as gender-based violence and also their level of acceptability. Young people’s perceptions and attitudes where constructed by gender socialisation and what they believed to be normal gender behaviour. The evaluation revealed that there was need for more gender-based violence prevention education interventions in schools.
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    Building a culture of peace in Durban, South Africa : an action research study with youth empowerment programme participants
    (2017) Fudu, Hailey K.; Kaye, Sylvia Blanche
    This thesis sought to answer the research question: How can youth programmes in South Africa contribute more effectively to peacebuilding? South Africa is a country suffering from major inequality and violence. The mark left by the previous disempowering system is still affecting South African people and there is a clear need for justice and healing from all forms of violence and inequality. The existing inequalities are largely racial and economic and those under 25 years of age constitute a large percentage of both perpetrators and victims of violent crime (Clark 2012: 78). This study focused on youth in the Durban area who are South Africans of mostly Zulu heritage. The youth are surrounded by violence caused by disadvantaged circumstances, which include economic, racial and emotional damage inherited from the apartheid system. This group is referred to as ‘youth’ throughout this study as it examines the issues of violence in South Africa and how some young people are exploring solutions. Through an examination of literature and action research (AR) with participants from various programmes, this thesis investigates methods for improving the ability of Durban-based youth programmes to respond efficiently to the needs of youth as they endeavour to transform their communities. Following the identification of methods through focus group discussions, interviews and a review of literature, an action team was formed. This team consulted on which methods they wished to use for a collaborative peace project. They took what they learned from this process forward by sharing their experience with their respective empowerment programmes and by continuing to work together on an ongoing basis to bring their peace project to various other groups of children and youth throughout communities in Durban. The study concluded that when youth projects and programmes allow for youth to play a significant role in planning, action and reflection, whilst also receiving sufficient support from a mentor, they are empowered and the programmes are effective. The youth in this study began by discussing the issues surrounding them, brainstorming possible solutions and then designing a peace intervention in the form of a peace promotion performance. The performance was well received and the participants were empowered from the proactive roles they each played in preparing and delivering the performance. Through this transformational learning and service to the community, opportunities for youth to grow, mature and attain self-efficacy were nurtured. This process resulted in the further development of essential life-skills and positive values, and the youth participants learned to identify themselves with positive peers, mentors and purposeful activity. The action research also improved participants’ confidence, their desire to serve others and helped them to achieve a strong sense of positive endurance and strength to overcome the violence and negative influences around them. This peace project allowed the team members to make meaningful contributions to their community and inspired other youth by modelling peace in action.