Faculty of Management Sciences
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Item Addressing bullying at a boy’s high school in Durban(2023-04) Naidoo, Meedhaloshnie Ragoobathie; Hamlall, VijayThis study aimed to explore the current status of bullying at a boys’ high school in urban KZN and the experiences and perceptions of bullying among the learners of this single sex, multicultural, multiracial school. The objective of the study was to investigate the nature, causes and consequences of bullying in this particular school. This study further proposed and implemented interventions that served to address bullying behaviour at the school. The study adopted the interpretivist paradigm and qualitative methods to answer the research questions. A participatory action research approach was used to conduct this study. The data collection methods were semi-structured individual interviews and focus group discussions. Content analysis was used to analyse the data. The non-purposive sampling method was used to select the target population, which consisted of five learners from the boarding establishment (a hostel for learners who choose to stay at school during the school term) and five from the day’ boys. Three educators were also interviewed: two males and one female. In total, this study comprised 13 participants. The data gathered from the interviews and focus group discussions with both the learners and educators indicated that bullying was highly prevalent at the school. Forms of both direct and indirect bullying were evident at the school. Direct bullying was both verbal and physical. Physical bullying took place more covertly in the form of boys using their body strength and size to punish and dominate the weaker boys. A considerable amount of verbal bullying took place at the school. This included acts of harassment, teasing, name-calling and ridiculing. Indirect bullying in the form of social exclusion involving ostracism, and the spread of rumours or gossip was also rife. Both forms of bullying targeted personal characteristics and generally constituted attacks on sexuality and appearance. The underlying themes for the causes of bullying behaviour were identified as boys subscribing to hegemonic forms of masculinity, power-seeking and peer expectation. Being in an environment in which there are predominantly male influences, the boys were expected to act like ‘real men’. They wanted to feel powerful and dominate the so called ‘weaker’ boys. This increased their social status in the eyes of their peers. Data generated from the interviews indicated that the consequences of bullying behaviour resulted in the victim experiencing a poor self-image and low self-esteem. Avoidance and absence from school, seclusion and isolation and an increase in violent behaviour were identified as major outcomes of being bullied. Participatory action was used to plan and implement an intervention programme for the whole school to tackle bullying. The aim was to create a safe, positive learning environment for the learners. The short-term outcomes of the programme were evaluated. The study recommends that it is imperative that the seriousness of bullying be recognised by all stakeholders in the school community for appropriate and effective measures to be implemented to reduce bullying in schools. It is not uncommon for school stakeholders to trivialise bullying that takes place in their schools. Many hold the view that bullying is part of growing up (e.g., boys will be boys) and should not be made an issue. Greater awareness of the problem of school bullying is required and a focus on prevention would ensure that schools create safer and more harmonious learning environmentsItem Addressing bullying at a primary school in the Ilembe District, Kwazulu-Natal(2023-04) Mthembu, David Nhlakanipho; Hamlall, VijaySchool-based bullying has over the recent years become increasingly common and vicious. Schools are a microcosm of society in general. The society we inhabit has become increasingly intolerant and violent. Kruger (2013) highlighted that bullying is rife in today's school culture, with devastating consequences which negatively affect not only learners and staff, but the broader neighbourhood community, the general school climate, and the overall functioning of the school. Research, according to Kruger (2013), shows that bullying can be a precursor to aggression and, if not addressed, may lead to more serious acts of violence. Bullying is a common problem in this school, according to the research. Boys are more likely to engage in physical bullying, such as beating, punching, and kicking, whereas girls are more likely to engage in verbal bullying, such as insulting, name calling, and spreading rumours, as well as cyber bullying. The study discovered that these types of bullying had a physical, emotional, and psychological impact on students. Bullying was found to be influenced by gender, age, socioeconomic level, and sexuality in this school. The school playground has also been identified as a common site for bullying. Gender discourses, according to the findings, play a significant role in promoting bullying in this school, as boys attempt to exert control over girls. The motivation of this study emanates from the need to tackle school bullying against the backdrop of violence that learners face in their school and home life. According to Childline (2019) bullying gangs often become violent gangs that are involved in crime, so schools need to respond pro-actively to bullying to prevent it becoming gangsterism. Research shows that most children believe that when they report the bullying to an educator nothing is going to be done to stop it. The overall aim of this study was to investigate and address bullying among learners at Sund Primary School in Mandeni, iLembe District. The goals of this study was to uncover the nature of bullying that learners face, the causes and consequences of bullying at the school, the effects of bullying on learners’ lives, to use participatory action research to plan and implement a programme aimed at creating a safe positive environment and to evaluate the short-term outcome of the programme. vii A qualitative Participatory Action Research was used in this study. The data was gathered through semi-structured individual and focus group interviews. The study included ten boys, ten girls and three educators as participants. This study was further aimed at contributing towards peace building and creating harmonious teaching and learning schooling environments through an ant-bullying intervention programme.