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Subject: search.filters.subject.Bullying in schools--South Africa

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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.
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    The management of intervention and prevention programmes for school-related gender-based violence in selected secondary schools in Durban area
    (2022-09) Guleva-Govender, Maria Svetoslavova; Govender, Rosaline
    School-related gender-based violence (SRGBV) is a global and highly concerning phenomenon. In response to the urgent need of addressing it the South African Department of Education has developed policies and protocols and intervention programmes were implemented. Despite the notable development of frameworks there is paucity of research related to the management and effectiveness of intervention and prevention programmes for SRGBV. The aim of this study is to explore the management of SRGBV prevention and intervention programmes at secondary schools in Phoenix and to what extent are they effective in curbing it. The study was guided by two theories – the Bioecological theory of Bronfenbrenner (2005) which framed the exploration of the current state of SRGBV in secondary schools in Phoenix, and the Systems theory of von Bertalanffy (1968) which was applied to the management of the intervention and prevention strategies for SRGBV in the selected schools. The study adopted qualitative approach and employed case study as the strategy of this research. Eight systematically selected secondary schools from Phoenix participated in the study. Semi-structured interviews with open-ended questions were conducted with three categories of participants – RCL-chairs (learners); Level 1 educators representatives of the Disciplinary Committee; and Principals (SMTs). The interviews were audio-recorded with the permission of the participants and the recordings were transcribed. Member-checking was done to verify the transcripts. To enhance the validity and reliability of the study secondary data was collected through reviewing of schools’ code of conduct, disciplinary policies, and records kept by the school related to SRGBV. Thematic analysis was applied to the collected data from the interviews and the documents were interpretively analysed. The study found that SRGBV exists in Phoenix secondary schools; however, it is not perceived as rife by the stakeholders. Rather it is viewed as incidental and as occurring occasionally. The current codes of conduct and discipline policies used in the selected schools are GBV-blind and this phenomenon is not always identified correctly Recommendations were made both to the Department of Basic Education and to schools. Some of the recommendations deal with developing a comprehensive SRGBV-policy and providing training to educators in identifying and responding to SRGBV by the DBE. Appointing of guidance counsellors to schools and providing opportunities for rehabilitation of perpetrators would further improve the response to SRGBV. Schools would have to review their current policies and add a GBV-section. Identifying a specific channel for reporting dedicated solely to SRGBV and raising awareness of this phenomenon together with information on help available in this regard are some of the recommendations made to schools to enhance the strategies of management of SRGBV.
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    Reducing school violence : a peace education project amongst stakeholders in Umlazi
    (2018-09-01) Ngidi, Lucia Zithobile; Kaye, Sylvia Blanche; Harris, Geoffrey Thomas
    Violence occurring within South African schools is a concern for all stakeholders. Violence takes various forms including bullying, theft of property, robberies and vandalism, sexual violence, harassment and rape, gang related violence, violence related to drugs and alcohol abuse, physical violence, shooting, stabbing and murder, violence through student protest and racially motivated violence. Every form of violence has devastating effects on the school system such as physical and psychological effects, educational damage and societal breakdown. The aim of this study was to explore school violence in the South African high school context, review existing strategies that seek to minimise it and thereafter devise and incorporate more effective strategies to prevent this scourge from increasing. There are numerous services currently in place to support abused victims and perpetrators, including, school level support plans and specialised support services, however, the problem persists. The study was built on the foundation of three related theories; firstly, the social learning theory, which states that the behaviour of an individual is learned from their surrounding environment through the process of observational learning; secondly, the restorative justice theory, which supports the use of healing approaches instead of punitive measures; and lastly, the Cure Violence model, which includes visualising and treating violence as if it were an infectious disease that spreads from one person to another. For the purpose of the study, a qualitative research approach was chosen to employ a case study research design. Institutions involved in the study were two secondary schools in the Umlazi district, Durban. Semi-structured interviews, open-ended questionnaires and focus groups discussions were used in a triangulation approach to enhance validity and reliability. I also wrote field notes while doing interviews and conducting focus group discussions to document participants’ responses and other observations which transpired in the process. Action research, premised on the Cure Violence model, utilising the information obtained from data collection was planned, implemented and evaluated in one school. Specialised groups – the We Care (WC) group and the School Peer Educators (SPEs) were trained and empowered to be agents of peace in this context. Participants’ responses on what they thought were the causes of violence were grouped into the following themes: environmental factors; resistance to parents; lack of awareness; influence of poverty; peer influence; love relationships; culture and religion. The WC and SPE groups were imparted with invaluable knowledge during this study, knowledge which is intended for use in years to come in the school and in the surrounding communities. The WC group reported to be very functional in dealing with cases involving parents when I returned for follow-up visits and reflection.