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2. HIV Stigma, Health, and Violence: A Longitudinal Study among Adolescent Boys with HIV in Soweto, South Africa.
- Author
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Inman EM, Nkala-Dlamini B, Violari A, and Kidman R
- Subjects
- Humans, Male, Adolescent, South Africa epidemiology, Longitudinal Studies, Crime Victims psychology, Crime Victims statistics & numerical data, Surveys and Questionnaires, Infectious Disease Transmission, Vertical prevention & control, HIV Infections psychology, HIV Infections epidemiology, Social Stigma, Depression epidemiology, Depression psychology, Medication Adherence psychology, Medication Adherence statistics & numerical data, Violence psychology, Violence statistics & numerical data
- Abstract
There are over 1.4 million adolescents living with HIV in sub-Saharan Africa, the majority of whom acquired the virus through perinatal transmission (PHIV). HIV stigma is particularly high among adolescents living with HIV and is associated with several outcomes that worsen health and increase the risk of onward HIV transmission. We tested associations between internalized HIV stigma and four of these outcomes over a one-year period among a sample of adolescent boys living with PHIV in Soweto, South Africa. Participants (N = 241) answered questions about internalized HIV stigma at baseline. They completed weekly mobile surveys over the following year to answer questions about their experiences with depression, binge drinking, medication adherence, and violence victimization. Using generalized linear mixed models, we found that baseline internalized HIV stigma was associated with increased odds of depression (OR 1.74), alcohol misuse (OR 2.09), and violence victimization (OR 1.44) and decreased odds of medication adherence (OR 0.60) over the course of a year. These outcomes negatively impact the health and wellbeing of adolescents living with PHIV and increase their risk of transmitting HIV to their partners in the future. Our findings provide novel, longitudinal evidence for the deleterious effects of HIV stigma. To improve health outcomes for adolescents with PHIV, it will be crucial to develop effective HIV stigma reduction interventions that address specific developmental, gendered, and cultural experiences., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)
- Published
- 2024
- Full Text
- View/download PDF
3. A Silent Revolution Is Unfolding and the Weapon Is Collaborative Leadership
- Author
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Amy Sarah Padayachee
- Abstract
The preponderance of literature associated with school violence illuminates the severity of its manifestation in schools both nationally and internationally. The impact of school violence on students' physical and emotional well-being cannot be understated as this is commensurate with student academic achievement. The South African Government's National Development Plan 2030 identifies the improvement of the quality of public services as critical to achieving transformation. It is germane to then consider how an education system entrenched in a long-standing history of violence can be adopted in an agenda of transformation. In his 2023 State of the Nation Address, President Cyril Ramaphosa stated: "Schools must be safe and allow for effective learning and teaching". Behind this pronouncement, is a silent revolution unfolding. South African schools, now nearly three decades into democracy, are focusing on collaborative leadership to contribute meaningfully to the redress of violence in school environments and move toward trauma-informed practices. A study comprising 121 schools in South Africa reveals that school management teams are employing collaborative leadership to address such behaviours. Underpinned by the Collaborative Leadership Theory, this mixed methods research design investigates how collaborative leadership is employed by educational practitioners to address school violence in 21st century classrooms. The results of this study have the potential to offer an approach towards addressing school violence in South African schools, despite the complexities of an education system stemming from a violent past which remains evident in South African classrooms today. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
4. Education in One World: Perspectives from Different Nations. BCES Conference Books, Volume 11
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Almeida, Patrícia Albergaria, Hilton, Gillian, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Almeida, Patrícia Albergaria, Hilton, Gillian, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]
- Published
- 2013
5. The Contribution of Safe Parks to School Safety: Lessons from the Thari-Programme
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Roelf Reyneke
- Abstract
Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adverse Childhood Experiences (ACEs) contribute to this phenomenon. While various individual and community-level interventions to address ACEs have been reported on, the contribution of safe parks towards preventing school violence has not yet been explored. To support schools in dealing with violence, the Adopt-a-School Foundation introduced a pilot project at eight schools in Botshabelo in the Free State Province. The programme included psychosocial support services, establishing safe parks, and ensuring community involvement. The goal was to improve school communities by creating environments that are empowering, academically effective, gender sensitive and free from violence. Although there are safe parks in communities around South Africa, they are an uncommon sight at schools. This paper reports on the quantitative study conducted on safe parks' contribution to making schools safer and less violent. Results show that safe park activities improve community well-being, including reduced gangsterism, enhanced learner safety, and decreased disciplinary problems. It is recommended that safe parks continue to provide psychosocial services to children at schools and that their programmes be expanded to include more services.
- Published
- 2024
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6. On Violence in South African Higher Education: An Ideological Perspective
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Mlamuli Nkosingphile Hlatshwayo
- Abstract
South Africa is inherently a violent country. From the service delivery protests, rise in murder rates, gender-based violence, and an increasingly violent higher education sector; South Africans are increasingly feeling vulnerable and despondent about the future. In this paper, I attempt to provide a conceptual understanding of violence in higher education. Through Gramsci's idea of the organic crisis, I propose two kinds of violence that need urgent attention if we are to realise higher education transformation and decolonisation. Firstly, I propose a focus on what I see as the deeply embedded and well-entrenched epistemic violence in higher education. This violence operates at the level of curricula and knowledge production, and occasions the need to displace the dominance of Eurocentric thought in curriculum design. Secondly, I propose a focus on social violence, which operates at the discursive level of the institutional culture. This relates to the growing frustrations, anguish, and depression among Black academics and Black students who continue to see, read and experience higher education in South Africa as inherently anti-Black, anti-women, and increasingly anti-poor. I end the paper with some concluding thoughts on the need to adopt a broader conception of violence, and the epistemic/ontological/methodological possibilities this gives us in transforming the higher education sector in South Africa.
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- 2024
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7. Exploring the Practice of In Loco Parentis in Public Schools
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Mampane, Sharon Thabo
- Abstract
The purpose of this conceptual paper is to highlight challenges educators face in the practice of in loco parentis in South African public schools. Responsibilities of school educators in children's education are increased, while those of social institutions like the home, church and community are reduced. This responsibility known as the 'in loco parentis' principle, tasks educators to act in the place of a parent by carrying out legal responsibilities and functions in line with the Fundamental Rights of children in the Constitution of the Republic of South Africa (CRSA) of 1996. Educators ought to show care and supervision to learners in the same way a reasonable and prudent parent would; taking responsibility for the emotional, psychological and physical well-being of the learners to ensure there is no foreseeable risk of injury to the child. This parent-teacher relationship is unique and requires educators to exercise care that ensures protection of learners from harm and injury so that they are not rendered negligent while performing their tasks. Despite these laws put in place to protect both learners and educators, physical and psychological violence is a threat. This paper thus focuses on how educators' practice of in loco parentis ensures protection, security, safety and wellbeing of learners in South African public schools. Findings, reveal that the whole system of parent-teacher co-operation should be reorganized to balance the tasks of the school community. The study is significant for the realistic consideration of educators' in loco parentis practice amidst their teaching and administrative tasks. [For the complete Volume 16 proceedings, see ED586117.]
- Published
- 2018
8. Teachers' Experiences of Violence in South African Schools: A Gauteng Case Study
- Author
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Roy Venketsamy
- Abstract
South Africa is recognised as one of the most violent countries across the globe. School violence against teachers is a common phenomenon at most schools. This ongoing crisis has had a negative impact on the quality of teaching and learning. Schools are no longer a safe environment for teachers. Teachers are exposed to passive and active violence, causing physical and psychological harm. This paper focuses on violence against teachers and its effect on their well-being. This qualitative study explored the lived experiences of teachers who experienced violence at their schools and received no support from school leaders. This study was conducted in one district in the Gauteng Province in South Africa. The author used the Invitational Learning Theory and National School Safety Framework as theoretical lenses, since these frameworks envisaged ensuring that all schools are safe, conducive learning environments. The findings revealed that at least two in every ten teachers experienced some form of violence. The acts of violence were either active or passive; for example, learners threw books at teachers, physically attacked them, swore at teachers, displayed rude behaviour, showed arrogance, and blackmailed teachers. The study recommends that the Department of Education employ rigorous and stricter measures to ensure the safety of all teachers. School leaders should engage with community forums and police services to support them in curbing violent behaviour and protect teachers. Stricter disciplinary actions should be taken against perpetrators of violence.
- Published
- 2024
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9. Impact of School Violence on Learner Participation in South African Secondary Schools: A Qualitative Study
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Rudzani Israel Lumadi
- Abstract
School violence plays a significant role in shaping a school's culture and climate, which can have an impact on the participation and performance of learners in secondary education. In many instances, school violence can hinder the educational aspirations of learners. This paper investigates the impact of school violence on learners through the lenses of social justice theory and an interpretive paradigm. The sample of this qualitative research included three secondary schools in the Vhembe District in the Limpopo Province, South Africa, and are from advantaged and disadvantaged communities, representing a varied sample. Data collection included semi-structured interviews with 27 purposively selected teachers, including three principals, three heads of department, and 21 teachers. Data were analysed and interpreted using the constant comparative method of data analysis. The findings revealed corporal punishment, bullying, and sexual harassment as the major forms of violence perpetrated at the three schools. These are the direct result of the low socioeconomic status of parents, crime in the communities, and cultural and traditional beliefs of the community members. The study found that teachers spend most of their time solving challenges associated with various forms of school violence instead of focusing on teaching and learning. School violence also affects learners' concentration, thus increasing poor academic performance, classroom chaos, bunking of classes and depression. The study suggests that the victims of any form of school violence are encouraged to report the perpetrators to the school teachers and principals immediately. In addition, the school must conduct awareness seminars and workshops on various forms of school violence. If not monitored, these causes and effects may contribute to the widening gap of unequal educational outcomes of learners in the country.
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- 2024
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10. The Politics of Trauma: Gender, Futurity, and Violence Prevention in South Africa.
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Pentecost M
- Subjects
- Anthropology, Medical, Gender Identity, Humans, South Africa, Politics, Violence prevention & control
- Abstract
In this article, I consider the framing of trauma as an epigenetic exposure that warrants intergenerational interventions. I draw on ethnographic research conducted in Khayelitsha, Cape Town, South Africa in 2014-15 to illustrate how violence prevention in this context is increasingly framed in epigenetic terms. I show that, in contrast to the anticipatory logic of a programmatic focus on maternal investment as a means to arrest intergenerational cycles of violence, violence produces different infrastructures of anticipation and effects on intergenerational relations. I argue against the speculative conflation of trauma and intergenerational epigenetics, to resist a newly biologized view of the bodily manifestations of apartheid history-in itself a re-inscription of damage, and a form of violence. Drawing on Murphy's concept of distributed reproduction (2017b), I argue for collectivized forms of intervention that aim for accountability and social justice., (© 2021 by the American Anthropological Association.)
- Published
- 2021
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11. Implementation of School Uniform Policy and the Violation of Students' Human Rights in Schools
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Mahlangu, Vimbi Petrus
- Abstract
The paper highlights the violations of students' human rights in schools. The problem is the incident that took place at a school in Pretoria in 2016 where Black girls protested against the School's Code of Conduct relating to hairstyle. Qualitative approach was used to collect information through a literature review and desk-top research methods. Black girls claimed they were discriminated against and the protest serves as an example to demonstrate students' human rights violations when schools implement school uniform policies. Inequality in schools is rife in South Africa. School uniform policies with regard to dress codes are expected to reduce school violence, prevent discipline issues, and improve in school safety. Students have rights and their rights can include issues regarding cultural, economic, and political freedoms. Students, especially adolescents, respond very negatively to school uniforms. [For the complete Volume 15 proceedings, see ED574185.]
- Published
- 2017
12. Social Work Intervention to Address the Phenomenon of Bullying amongst Learners in the School Setting: A Literature Review
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Masilo, Daniel Tuelo
- Abstract
Bullying incidents amongst learners are realities that have made, and continue to make news headlines internationally, and South Africa is not immune to such incidents. The phenomenon of bullying not only affects the bully and the victim, but also the school, parents, and communities in general. In this paper, the researcher highlights factors that may be associated with bullying amongst learners in the school setting. The ecosystems perspective is also discussed as the theoretical framework for the paper. The last step describes how the social worker can address the bullying phenomenon using different methods of practice. The researcher relies on the literature review method, and his practical experience as a social worker having previously worked with several learners. This paper concludes with relevant recommendations.
- Published
- 2018
13. Corporal Punishment Contestations, Paradoxes and Implications for School Leadership: A Case Study of Two South African High Schools
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Makhasane, Sekitla Daniel and Chikoko, Vitallis
- Abstract
The continued use of corporal punishment in some South African schools and the reasons advanced for it make this subject topical even now, twenty years after the abolition of this practice. Corporal punishment is a worrying issue among human rights activists and scholars. This paper reports on contestations and paradoxes regarding the use of corporal punishment arising from a qualitative study in two high schools, and the implications thereof for school leadership. Data was generated through interviews with the principals, selected teachers and learners. These participants were purposively selected with the understanding that they were information-rich regarding the issues at stake. The paper was informed by a two-pronged theoretical framework, involving the social learning and distributed leadership theories. The former was adopted to seek explanation regarding the use of corporal punishment, while the latter served as a lens through which to draw implications for school leadership. Findings show that on the one hand, some community members at the two schools saw corporal punishment as an acceptable, tried and tested disciplinary measure, and that on the other hand, it is viewed as a form of violence, and a thing of the past. Overall, it seemed that the two schools were failing to root out the use of corporal punishment. The paper argues leadership to be the missing link in the two schools' apparent failure, and that the stronger and more distributed leadership was, the more likely corporal punishment would be to be eradicated, and other disciplinary means practised.
- Published
- 2016
14. 'And I Would Ask Myself, What's Being Gay Got to Do with This Anyway?' Constructions of Queer Subject Positions in Student's Stories
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Francis, Dennis A.
- Abstract
In this paper, the author explores some of the issues associated with teaching about compulsory heterosexuality and schooling in an undergraduate sociology programme. Using a novel approach to gathering data, the article analyses the stories students submitted about themselves or others who were counter normative in terms of gender and sexuality in school. Informed by the work of Ahmed and Foucault, this article explores what kinds of gendered and sexualised subject positions become possible through the stories of students, and how are these subject positions interpellated and constituted relationally? Despite progressive legislation, queer activism and the significant visibility of gender and sexuality counter-normative identities in the South African media, the analysis highlights that students' position school attending queer youth as: (1) stereotyped caricatured subjects; (2) objects of fear; and (3) subjects of violence. These subject positions serve as straightening devices that interpellate queer school attending youth as unfamiliar, not belonging and unworthy and therefore requiring change. Insights from this article can inform the research and practice which is pivotal to addressing cisheteronormativity not only in schools but cultural ideas, norms and practices too.
- Published
- 2023
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15. Boys Negotiate Violence and Masculinity in the Primary School
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Mayeza, Emmanuel and Bhana, Deevia
- Abstract
In this paper, we contribute to the understandings of young masculinities by turning attention to the South African schooling primary school context. In the context of scarcity of interventions around violence in the primary school, we focus on how young boys construct, negotiate and experience violence. Notwithstanding dominant discourses around childhood innocence we argue that young boys are active participants in violent gendered cultures at school. We show how boys' bodies are key sites for the enactment of violence and is especially a valuable resource in the context of food insecurity. The paper also shows the fluidity of masculinity as boys who are regarded as 'victims' can also defend and resuscitate masculinity that endorses violence. Implications for addressing young masculinities in the primary school within local context are considered in the conclusion of the paper.
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- 2020
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16. A South African High-Needs School: A Case of Context Driven by History
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Bryant, Karen Caldwell, Berry, Jami Royal, and Cevik, Salih
- Abstract
High needs schools in South Africa are characterized by student populations living in hazardous environments coupled with extreme poverty and language disparities, resulting in challenges that are interwoven with cultural and societal norms. This paper presents characteristics of leadership that enable student success in school from one high needs, high-performing school in Cape Town, South Africa, utilizing a case study methodology following the International School Leadership Development Network (ISLDN) research protocol. Literature reviewed highlights the context specific to high needs schools in South Africa, including historical context, leadership characteristics, instructional considerations, and implications for school culture. This study utilized a qualitative approach coupled with analysis framed through the High Needs Schools Leadership model. Data were collected from personal interviews with educators including school leaders and assistant school leaders as well as site-based observations, and concurrent archival document analysis, revealing the importance of several key themes: 1) Community Understanding, 2) Value-Based Decision Making, 3) Equity, and 4) Persistence. By considering the findings of this study, system and school leaders can enhance their awareness of factors with the greatest potential to significantly and positively impact educational settings for students in high needs schools.
- Published
- 2019
17. Towards Understanding Different Faces of School Violence in Different 'Worlds' of One Country
- Author
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Jacobs, Lynette
- Abstract
The legacy of South Africa's destructive history is still evident in the different worlds in which South Africans live. Quality education is compromised by violence occurring in schools and role-players must face school violence and take steps to deal with it. This can only be done if school violence is deeply understood within the various school contexts of a diverse country such as South Africa. Towards this insight a survey was conducted in 11 secondary schools from 3 provinces. The aim of this study was to understand school violence through the experiences of learners as victims and onlookers, taking into account various contextual factors within which the South African school system functions. An international questionnaire, adapted for the South African context, was administered to a non-probability sample of 690 learners. Results refute stereotypical thinking about so-called vulnerable schools, but confirm findings from other studies that large schools, in particular, are susceptible to school violence. The study indicated that both learners and staff members alike are guilty of school violence. A bibliography is included. [For complete volume, see ED567118.]
- Published
- 2013
18. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 28 & March 1, 2013). Volume 2013, Issue 1
- Author
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International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2013 proceedings: (1) Teaching About Asia in a Social Science Education Program (Cyndi Mottola Poole and Joshua L. Kenna); (2) Teaching Students about Contemporary Germany (Janie Hubbard and Karen Larsen Maloley); (3) Evaluating Pedagogical Techniques in Education Courses: Does Assignment Resubmission for Higher Grades Increase Student Achievement? (Joseph Asklar and Russell Owens); (4) Incorporating Global Citizenship into Social Studies Classroom (Anatoli Rapoport); (5) Internal Culture: The Heart of Global Education (Cyndi Mottola Poole); (6) The Treatment of Monotheistic Religions in World History Textbooks (Jason Allen); (7) College Readiness: Preparing Rural Youth for the Future (Jason Hedrick, Mark Light, and Jeff Dick); (8) The University Core Curriculum Program: Factors of Success and Opportunities for Potential Improvement (Mohamed Elgeddawy); (9) Communication processes of Online Education: The Need for a Sociological Reflection (Beatriz Fainholc); (10) Cinema and History of Brazil: A Debate in the Classroom (Paulo Roberto de Azevedo Maia); (11) Practitioner Inquiry in the K-12 Social Studies Classroom (Heather Leaman); (12) Role-Playing Parent-Teacher Conferences Defending a Social Justice Curriculum (Christopher Andrew Brkich and April Cribbs Newkirk); (13) "Steve Obamney": Political Scumbaggery, the Internet, and the Collective Memetic American Consciousness (Christopher Andrew Brkich and Tim Barko); (14) Democratic Twittering: Using Social Media in the Social Studies (Daniel G. Krutka); (15) An Electorate Equality: Are we Seeing a New Age or Era in American History? (Sean M. Lennon); (16) Instances of Reification in Contemporary Society: Work, Consumption, Cyberculture, and Body (Julio Cesar Lemes de Castro); (17) The Ent's Will Rise Again: The Representation of Nature in the Film "The Lord of the Rings: The Fellowship of the Ring" (Iclal Alev Degim); (18) "We need to conserve the beautiful places of the world, and protect them from being destroyed:" Using Papers about Place in an Environmental History Class (Russell Olwell); (19) Lesson Study in Elementary Social Studies Methods (Lara Willox); (20) Visualization of Teacher's Thinking Process While Observing Students: An Educational Neuroscientific Approach (Naoko Okamoto and Yasufumi Kuroda); (21) Perceptions of Teacher Candidates on Quality Standards of Education Faculty (Aysun Dogutas); (22) Laptops and iPads and Smartphones, Oh My! (Brian D. Furgione, Jason Dumont, Alexandra Razgha, and Joe Sanchez); (23) Academic Transition from High School to College (Barbara Houser and Cheryl Avila); (24) QR Codes: Let's Get Them in (and out of) Your Classroom! (Brian D. Furgione, Jason Dumont, Alexandra Razgha, and Joe Sanchez); (25) Creating a New Space: Partners in Global Education (Denise Dallmer); (26) Letting Go of the Textbook: Applying Multimodal Intertextuality in the Secondary Social Studies Classroom (Terrell Brown); (27) Preservice Elementary Teachers' Economic Literacy: Are They Ready to Teach Economics Concepts? (Kenneth V. Anthony, Nicole Miller, and Becky Smith); (28) The Effect of Family Disintegration on Children and Its Negative Impact on Society (Nourah Mohammad Altwaijri); (29) Historical Examination of the Segregated School Experience (Anthony Pellegrino, Linda Mann, and William B. Russell, III); (30) The Effects of Transnational Prejudice on Incorporation and Identity Formation of Oaxacans in the U.S. (Monica Valencia); (31) Neo-Liberalism and the Deconstruction of the Humanistic Pedagogic Tradition (Chris Sparks); (32) The Great Depression as a Generational Lens on Contemporary Social Studies Reform Movements (Doug Feldmann); (33) Digital Collaboration to Promote Learning in the Social Studies Classroom (Raymond W. Francis and Mary Jo Davis); (34) Disrupting Patriarchy: Challenging Gender Violence In Post-Apartheid South Africa and Post-Conflict Northern Ireland (Erin Tunney); (35) The Relationship between Teachers' Conceptions of Democracy and The Practice of Teaching Social Studies: A Collective Case Study of Three Beginning Teachers (Andrew L. Hostetler); (36) Facilitating the Reduction of Recidivism: A Political Philosophical Approach to Community Justice (Philip Waggoner); (37) Teaching Social Studies Through Photography: World Travels of a Pre-Service Teacher (Rebecca Stump); (38) Young Children's Descriptions about the History of Their Given Names (Lois M. Christensen, Szymanski Sunal, Melissa G. Whetstone, Amanda Daniel Pendergrass, and Ebtesam Q. Rababah); (39) Apoyo: How Does This Culturally Learned Practice from México Characterize Hispanic Households in America? (Gilbert Duenas); and (40) Implications of Common Core State Standards on Social Studies Education (Joshua L. Kenna). (Individual papers contain references.) [For the 2012 proceedings, see ED531864.]
- Published
- 2013
19. Is Schooling Good for the Development of Society?: The Case of South Africa
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Harber, Clive and Mncube, Vusi
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This paper is concerned with three possible theoretical relationships, between education and social, economic and political development, that--(a) education improves society, (b) education reproduces society as it is and (c) education actually makes society worse. The paper then uses South Africa as a case study to critically analyse these different roles of education in relation to development theory. In particular, it examines three theoretical tensions in post-apartheid education policy and practice--those between human capital theory and social reproduction, between modernisation and bureaucratic disorganisation, and between democracy and peace and authoritarianism and violence. It concludes by attempting to explain these tensions and contradictions in term of factors specific to South Africa such as teacher professionalism and teacher identity and in relation to wider factors inherent in the historical origins of schooling as a form of organisation based on social control.
- Published
- 2011
20. Girls Negotiating Sexuality and Violence in the Primary School
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Bhana, Deevia
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Girls' vulnerability to sexual violence and harassment is a recurrent theme in much of the literature on schooling in sub-Saharan Africa. Within this research, girls are often framed as passive victims of violence. By drawing on a case study, this paper focuses on 12 to 13-year-old South African school girls as they mediate and participate in heterosexual cultures that are simultaneously privileging and damaging. Set against the wider social context where violent gender relations are key to the building blocks of patriarchy, the paper examines how heterosexuality underscores the formation of femininity as girls engage with and participate with each other and boys in informal school relations. To this end, Butler's concept of the "heterosexual matrix" is deployed to examine how girls navigate the wall of male power, where the "real" expression of femininity is embedded within heterosexuality. The paper explores girls' investment in heterosexual cultures in the school playground and on "dress-up Friday" to examine how gender power inequalities and violent relations manifest. In expanding the analysis of heterosexuality to primary school contexts, the paper broadens the focus of school-based gender and sexualities research in sub-Saharan Africa to address a neglected area of younger girls' femininity and their active agency. The paper argues for the importance of addressing primary school girls, femininity and the power of heterosexuality through which relations of inequalities operate.
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- 2018
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21. Managing Bullying in South African Secondary Schools: A Case Study
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Steyn, Gertruida Maria and Singh, Gunam Dolan
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Purpose: The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach: A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants' views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people's "lived experiences" and "inner-worlds" in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings: This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: "60-70 per cent of our learners come from broken homes". An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: "the foremost problem here is peer pressure". An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: "they come from that violent environment". Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value: Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.
- Published
- 2018
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22. Management Style and School Violence: South African Perspectives
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Netshitangani, Tshilidzi
- Abstract
Purpose: The purpose of this paper is to examine the reduction of school violence from the management point of view. It reflects on the utterances by teachers, principals, learners and members of school governing bodies (SGBs) to establish the influence that school management practices can have on the prevalence of school violence. Design/methodology/approach: This was a qualitative case study. Thus, semi-structured interviews with teachers, principals, learners and members of SGBs were conducted. In addition, focus group interviews with pupils and observations were used to collect data. Findings: Findings suggest that most schools were still run in an authoritarian manner. Resultantly, it was also found that an authoritarian school management style practiced seemed to encourage the persistence of violence in schools. Practical implications: Policies should incorporate and emphasise the use of pragmatic, critical democratic style of management to address school violence. This is important because a well-run, inclusive and more democratic school can help to reduce external and internal forms of violence. The results from this study further indicate that a poorly run and badly organised school is more prone to various forms of violence. Originality/value: The paper adds to the growing body of knowledge in the field of educational management and offers a reference point for further research in the pursuit to eliminate violence in schools. The findings may also be a useful resource for school principals, teachers, policy-makers and other stakeholders who are seeking to eliminate violence in schools.
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- 2018
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23. Bullies, Victims and Bully-Victims in South African Schools: Examining the Risk Factors
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Juan, Andrea, Zuze, Linda, Hanna, Sylvia, Govender, Ashika, and Reddy, Vijay
- Abstract
School bullying is a complex social phenomenon that negatively impacts the psychosocial well-being of students, as well as the overall culture and climate of schools. Designing appropriate interventions to combat bullying in South African schools requires nuanced information about this phenomenon. This paper examines the extent and nature of bullying in schools located in different and unequal socio-economic contexts. It then examines the risk factors associated with being a victim of bullying. Self-reported data from a nationally representative sample of 12,514 Grade Nine South African students, who participated in the 2015 Trends in International Mathematics and Science Study, was used. Data were subjected to analysis using independent samples t-tests and hierarchical generalised linear modelling. The results revealed different patterns of bullying victimisation and perpetration by the socio-economic status (SES) of the school, with students attending schools with a low SES reporting higher levels of bullying. Factors resulting in higher odds of being a victim were students' gender and psychosocial characteristics. Perpetration as a risk factor for victimisation (bully-victims) was found across bullying types. The results suggest that students play different participant roles as bully and victim, and that the two behaviours reinforce one another.
- Published
- 2018
24. Claiming Space: A Case Study of Ndebele Zimbabwean Migrants’ Music in Johannesburg.
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Sakhelene Ndlovu, Duduzile
- Subjects
INTERSECTIONALITY ,TECHNOLOGICAL innovations ,MUSICAL analysis ,XENOPHOBIA ,IMMIGRANTS ,LEAD time (Supply chain management) - Abstract
Copyright of Revista INVI is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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25. 'Sticks and Stones': Masculinities and Conflict Spaces
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Tucker, Leigh Adams and Govender, Kaymarlin
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Drawing upon a post-structural ethnography of boys' constructions of gendered and sexual identities in one South African high school, this paper empirically seeks to theorise how 20 Grade 8 boys, identified as The Jokers, The Achievers, The Outcasts and The Average Ou's, simultaneously seek out spaces in male peer culture to cultivate, police and challenge hegemonic notions of masculinity. The paper illustrates the construction and positioning of masculinities across spaces of conflict, more particularly, the personal and social resources reproduced by boys in the pursuit of "desirable" masculinities across experiences of interpersonal conflict, punishment, friendship and play. Given the nature of these identity struggles in school boy peer culture, this paper highlights the need for fostering and maintaining peer conversational spaces where boys and girls are challenged to actively deconstruct prevailing gendered identities and work towards more expansive definitions of self.
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- 2017
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26. Education Programs in Post-Conflict Environments: A Review from Liberia, Sierra Leone, and South Africa
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Barrios-Tao, Hernando, Siciliani-Barraza, José María, and Bonilla-Barrios, Bibiana
- Abstract
Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.
- Published
- 2017
27. Addressing Gender Violence among Children in the Early Years of Schooling: Insights from Teachers in a South African Primary School
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Mayeza, Emmanuel and Bhana, Deevia
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This paper explores how teachers in a poor township primary school in South Africa construct meaning regarding gender violence among children, and how they talk about addressing that violence. The paper argues that major influences on the endemic violence include complex societal structures that are inscribed with cultures of violent masculinities, extreme socio-economic conditions and gender inequality. It shows how primary school teachers recognise violent masculinities and gender power imbalances but simultaneously uphold the notion of children's innocence as a rationale for refuting the primary school as a site of violence. The paper explores contradictions embedded in some of the solutions which the teachers suggest as a way of addressing violence. For example, while they highlight the importance of teaching peace, respect and equality, they also advocate the use of corporal punishment as an effective means of dealing with violent conduct among school children.
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- 2016
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28. A Review of Kohlberg's Theory and Its Applicability in the South African Context through the Lens of Early Childhood Development and Violence
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Goldschmidt, Lynne, Langa, Malose, Alexander, Daleen, and Canham, Hugo
- Abstract
Kohlberg's theory of moral development has maintained a dominant position in cognitive moral development literature over several decades. This universal influence has been particularly evident in its application to moral education literature and policy. A closer assessment of Kohlberg's theoretical conceptualization suggests the application of universal assumptions masked by Eurocentric values and possible unconscious bias. In this paper, the relevance of Kohlberg's theory of moral development in the South African context is explored in relation to early childhood development. In addition, through the example of violence in South Africa, we illustrate how moral development occurs in ways that are at odds with the universalist claims made by Kohlberg. While acknowledging the value of Kohlberg's work, our appraisal unveils its blind spots. This appraisal contends that moral reasoning is negotiated in context and thus needs to be understood within the local socio-historical, cultural, and economic milieu.
- Published
- 2021
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29. Child Well-Being in a Rural Context: Shifting to a Social Sustainability Lens
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Naidoo, Jaqueline T. and Muthukrishna, Nithi
- Abstract
This article is based on findings drawn from a large-scale study aimed at mapping barriers to education in the context of social disadvantage. The research sites focused on in this paper are: one early childhood facility, four primary schools and the communities of these learning centres. Participants included learners, teachers, caregivers and parents and interested community members. Findings from the study were published widely in a research report, book chapters and peer-reviewed publications. In this article an attempt is made to revisit the findings on child well-being and quality of life, drawing on debates on sustainable development, in particular on the concept of social sustainability. The analysis draws attention to the importance of creating cultures of social sustainability within social institutions and communities to enhance the well-being of children. The article highlights the significance of values that are rights based and collective networks in cultures of sustainability.
- Published
- 2016
30. On violence in South African higher education: An ideological perspective.
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Hlatshwayo, Mlamuli
- Subjects
HIGHER education ,GENDER-based violence ,SOUTH Africans ,VIOLENCE ,CORPORATE culture ,SOCIAL dominance ,VIOLENCE against women - Abstract
South Africa is inherently a violent country. From the service delivery protests, rise in murder rates, gender-based violence, and an increasingly violent higher education sector; South Africans are increasingly feeling vulnerable and despondent about the future. In this paper, I attempt to provide a conceptual understanding of violence in higher education. Through Gramsci's idea of the organic crisis, I propose two kinds of violence that need urgent attention if we are to realise higher education transformation and decolonisation. Firstly, I propose a focus on what I see as the deeply embedded and well-entrenched epistemic violence in higher education. This violence operates at the level of curricula and knowledge production, and occasions the need to displace the dominance of Eurocentric thought in curriculum design. Secondly, I propose a focus on social violence, which operates at the discursive level of the institutional culture. This relates to the growing frustrations, anguish, and depression among Black academics and Black students who continue to see, read and experience higher education in South Africa as inherently anti-Black, anti-women, and increasingly anti-poor. I end the paper with some concluding thoughts on the need to adopt a broader conception of violence, and the epistemic/ontological/methodological possibilities this gives us in transforming the higher education sector in South Africa. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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31. Raising Consciousness of Gender Oppression through a Transformed Curriculum
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Teise, Kevin, Groenewald, Emma, and Mpisi, Anthony
- Abstract
Since South Africa's transition to democracy, numerous policies have been enacted to address gender oppression. Taking its cue from the country's constitution, these policies and acts, such as the Higher Education Act (1997), aim, in particular, to promote social justice by addressing gender imbalances in society. Likewise, the vision of Sol Plaatje University includes advancing social justice by addressing gender oppression. The prevalence of various types of violence against women suggests that South African women are still being oppressed; it also points to power imbalances within society that are aimed at maintaining the status quo. This paper seeks to explore the value of an education module at Sol Plaatje University to raise the consciousness of first-year education students about gender oppression. Data were generated through three reflective narratives, through which six students from diverse ethnic and linguistic backgrounds were requested to reflect on and narrate their socialisation and their experience of the module. We used Harro's (2000b) cycle of socialisation and Love's (2000) cycle of liberation as lenses to make sense of the students' experiences of gender and the module. Indications from the narratives are that this particular module has the potential to raise student teachers' consciousness about gender oppression.
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- 2020
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32. Men Teaching Young Children: 'You Can Never Be Too Sure What Their Intentions Might Be'
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Moosa, Shaaista and Bhana, Deevia
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The teaching of young children (aged between 5 and 9) or Foundation Phase (FP) as it is known in South Africa, is highly gendered and is labeled a 'woman's' job. Globally there have been calls to lessen the gender disparity within the profession by increasing the participation of men. However, apprehensions about men teaching young children can counteract such efforts. In this paper we highlight the concerns emanating from a group of male and female South African primary school teachers about men teaching young children. We focus on a dominant discourse employed by the teachers that invokes essentialist notions of men as violent sexual predators, and simultaneously reinforces notions of children as vulnerable and in need of protection from men. These notions of men conjured up feelings of apprehension amongst the teachers about men as FP teachers. South Africa's high levels of male sexual violence had especially compelled them to exercise caution when ratifying men as FP teachers. Based on these findings we argue that in order to increase men's participation as FP teachers, there is need to address the essentialist and homogenising versions of masculinity whilst promoting alternative versions of men and masculinity by shifting away from the reproduction of men as sexual predators.
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- 2020
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33. Sexual Socialisation in Life Orientation Manuals versus Popular Music: Responsibilisation versus Pleasure, Tension and Complexity
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Macleod, Catriona, Moodley, Dale, and Young, Lisa Saville
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This paper compares two forms of sexual socialisation to which learners are exposed: the sexuality education components of the Life Orientation (LO) manuals and the lyrical content and videos of popular songs. We performed a textual analysis of the sexual subject positions made available in, first, the LO manuals used in Grade 10 classes and, second, the two songs voted most popular by the Grade 10 learners of two diverse schools in the Eastern Cape. Of interest in this paper is whether and how these two forms of sexual socialisation--one representing state-sanctioned sexual socialisation and the other learners' chosen cultural expression that represents informal sexual socialisation--dovetail or diverge. Against a backdrop of heterosexuality and an assumption of the "adolescent-in-transition" discourse, the main sexual subject positions featured in the LO manuals are the responsible sexual subject and the sexual victim. A number of sexualised subject positions are portrayed in the songs, with these subject positions depicting sex as a site of pleasure, tension and complexity. Although these two modes of sexual socialisation use different genres of communication, we argue that learners' choice of songs that depict fluid sexual subject positions can help to inform LO sexuality education in ways that takes learners' preferred cultural expression seriously and that moves away from the imperative of responsibilisation.
- Published
- 2015
34. Coming to Self-Awareness--In Search of an Education for Non-Violence
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Soudien, Crain
- Abstract
This paper draws on intentionality systems theory to begin a discussion about the relationship between the act of violence and thinking. The context against which the paper is developed is the widespread incidence of violence amongst young male South Africans. With the objective of beginning a discussion about an education which responds to this violence, this paper looks at the experience of a young South African man in Cape Town who is convicted for murder. It uses this young man's experience to understand how individuals manage their subjectivities and come to take conscious control of their own lives. It looks at where thinking is taking place and what it consists of in contexts where violence is immanent.
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- 2015
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35. Children and Terrorism. Social Policy Report. Volume 29, Number 2
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Society for Research in Child Development, Garbarino, James, Governale, Amy, Henry, Patrick, and Nesi, Danielle
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Hardly a week goes by in the United States (and to varying degrees, in the rest of the world) that the word "terrorism" does not appear in the collective consciousness, as represented, channeled, and shaped by the mass media in its many print, broadcast, and internet manifestations. While relatively few children worldwide (and even fewer children domestically in the United States) have been the specific targets for acts of terrorism, some have, and most are growing up in a world in which terrorism in its many aspects is a salient cultural phenomenon. This paper explores the impact of growing up in a world with terrorism on children and youth. It considers both the direct traumatic effects of being a victim and the indirect effects of living in communities and societies in which the threat of terrorism is on the minds of children, but perhaps more importantly, of adults generally, and parents and policy makers in particular. It also considers policy initiatives and programmatic responses. [This document includes two commentaries: (1) Towards a More Holistic Approach to Helping Children Affected by Terrorism and Political Violence (Kathleen Kostelny and Michael Wessells); and (2) Children and Political Violence: Progress on the Pathways of Risk, Resilience, and Peace (Ann S. Masten). Commentaries are individually referenced.]
- Published
- 2015
36. Ruled by Hetero-Norms? Raising Some Moral Questions for Teachers in South Africa
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Bhana, Deevia
- Abstract
Thirty-eight countries in Africa regard homosexuality as punishable by law with South Africa remaining a standout country advancing constitutional equality on the basis of sexual orientation. In the context of homophobic violence, however, concerns have been raised about schools' potential to improve the educational, moral and social outcomes for young people. In examining how some South African teachers normalize heterosexuality the paper raises questions about moral education in addressing homophobia. By drawing on interviews conducted with teachers across different social contexts, the paper shows how rights are limited by dominant constructions of heterosexual privilege mediated by a range of interlocking social processes including gender, race and culture. The paper argues that attention to the social and cultural influences in teachers' account of homosexuality must feature in local designs of moral education. The imperative of working with teachers is presented as a way forward to facilitate the broadening of moral education to include an interrogation of heteronormativity which has evaded the focus of South African moral education.
- Published
- 2014
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37. Structural forces shape xenophobia in South Africa: Looking beyond the human agent.
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Tewolde, Amanuel Isak
- Subjects
XENOPHOBIA ,POST-apartheid era ,NEOLIBERALISM ,VIOLENCE - Abstract
In examining xenophobia in South Africa, scholars have advanced various theoretical explanations to make sense of its causes and nature. Within this paper, I focus on the ways in which multiple structural arrangements create conditions for the manifestation of xenophobia in post‐apartheid South Africa. By drawing on Louis Althusser's notion of 'interpellation' and Judith Butler's concept of 'the subject,' I disconnect xenophobia in South Africa from the conscious and autonomous human agent and locate it within larger structural frameworks, namely historical residues of othering, neo‐liberal political economy, the exclusionary state and negative media representations of refugees and migrants. I argue that voluntary, conscious attitudes do not primarily lead to violence or other forms of exclusion as some may argue; instead, a constellation of systemic/structural forces shape and inform xenophobic attitudes and violence. This paper asks scholars to look more deeply into the relationship between exclusion/violence and structural constraints than perhaps they have. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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38. Spaces of Exception: Southern Multilingualisms as Resource and Risk
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Heugh, Kathleen, Stroud, Christopher, and Scarino, Angela
- Abstract
In this paper we draw attention to people who journey from one temporal and spatial setting towards another in the 'South', who aspire to a reconfigured sense of belonging, prosperity and wellbeing, and their multilinguality and multilingualisms. Through three vignettes of journeys we illustrate how in changing of place that linguistic diversities are encountered and mediated. During moments of North-South and South-South entanglement and exception we argue that multilingualisms re-ecologise along horizontal axes of conviviality, and / or re-index along vertical axes of exclusion. We suggest that 'rooting' and 'rerouting' multilingualisms are not only multidimensional, but they are also multifaceted as people who choose or are obliged to experience dis-placement, undertake journeys of anticipation of replacement into regulated or unregulated situations. Multilingualisms in the memories, dreams, complex selves, materiality and complicities of coping have yet to receive sufficient attention from linguists. We attempt to capture these aspects and suggest that southern multilingualisms have much to offer and entice northern multilingualisms. We illustrate how closely integrated are multilingual repertoires with mobilities and temporalities of dislocation and change; with loss, nostalgia and the anticipation of new beginnings; and with multi-scaled complicities between individuals as they re-calibrate lives in turbulent and changing circumstances.
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- 2019
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39. Sexuality Education in South African Schools: Deconstructing the Dominant Response to Young People's Sexualities in Contemporary Schooling Contexts
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Ngabaza, Sisa and Shefer, Tamara
- Abstract
South African schools are tasked with providing sexuality education through the Life Orientation curriculum as a means of challenging continued high rates of HIV, unwanted pregnancy and gender-based violence. While in theory schools are well positioned to provide appropriate knowledge for reproductive health and navigating sexual challenges within a gender justice framework, research on sexuality education in South African schools indicates that this is not the reality in practice. This paper draws on a growing body of qualitative studies, with both educators and learners in South African schools, to understand the issues undermining the goal of a critical and social justice pedagogy of sexuality in Life Orientation classrooms. We argue that sexuality education has been deployed to regulate and discipline young sexualities, reinforce and perpetuate gender binarisms and heteronormativity, re-establish global northern family values of the nuclear family within a pro-family discourse, and represent continued assumptions of adult authority in a civilising mission over young people. We suggest that the failure to make critical use of Life Orientation is linked to the dominance of 'expert'-based didactic pedagogy, and argue the possibilities of sexuality education as a productive space for young people's active participation and agency in making meaning of gender and sexualities.
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- 2019
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40. Parental Views of Morality and Sexuality and the Implications for South African Moral Education
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Bhana, Deevia
- Abstract
Discrimination on the grounds of sexual orientation is prohibited in South Africa. Against legal gains, however, are marked increases in homophobic violence. Schools are deeply implicated in the development of a moral education premised on democracy and sexual equality. This paper sought to examine the ways in which parents situated within diverse social contexts define, regulate and entrench the right to sexual equality, analyzing their implications for moral education in schools. The data were derived through an interview-based study of 17 parents of learners across five secondary schools in two provinces in the country. Hetero-morality was found to be particularly powerful limiting the rights of gays and lesbians. The social and cultural processes through which hetero-morality is upheld reproduce negative outcomes for gays and lesbians. Despite this, the paper finds that parents are capable of engendering support for sexual justice and building alliances with schools to promote a new version of morality. The paper presents further warrant for working with parents in the development of moral education premised upon sexual rights.
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- 2013
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41. 'I'm Used to It Now': Experiences of Homophobia among Queer Youth in South African Township Schools
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Msibi, Thabo
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This paper explores how sexually marginalised black high-school students from conservative schooling contexts in KwaZulu-Natal, South Africa, experience schooling. It draws on queer theories through life narratives in presenting findings from a small-scale interventionist project designed by the author. The project involved 14 participants comprising teachers, school learners and pre-service teachers. The study found that queer youth have negative experiences of schooling which range from punitive actions expressed through derogatory language to vicious reactionary hate, often expressed through violence and often perpetrated by teachers. This paper also found resist-stances from queer learners in portraying a positive self-image for themselves as a mechanism for coping with homophobia. As a way of looking forward, it locates teachers at the centre of bringing about change for the queer learners and argues for a re-education of teachers in order to tackle homophobia in schools. (Contains 4 notes.)
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- 2012
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42. 'Ikasi Style' and the Quiet Violence of Dreams: A Critique of Youth Belonging in Post-Apartheid South Africa
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Swartz, Sharlene, Harding, James Hamilton, and De Lannoy, Ariane
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Drawing on empirical data from two recent research studies in post-Apartheid South Africa, this paper asks what it means to be poor, young and black, and belong in a society that has suffered debilitating and dehumanising racial subjugation, actively excluding people from citizenship, and how poverty serves to perpetuate this exclusion. It examines the notions of citizenship and belonging and asks what are the meanings and markers of both in a country like South Africa. It focuses on alternative modes of belonging adopted by young people--in this case dreaming and adopting what they term "ikasi style." The paper then shows how structural and symbolic violence are complicit in silencing the dreams and aspirations of poor youth, before expanding Ramphele and Brown's notion of "woundedness" to consider its implications for citizenship and belonging. It concludes with modest recommendations regarding how this state of affairs might be redressed within educational and policy contexts. (Contains 3 notes.)
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- 2012
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43. Gender in the Early Years: Boys and Girls in an African Working Class Primary School
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Bhana, Deevia, Nzimakwe, Thokozani, and Nzimakwe, Phumzile
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Understanding the ways in which young boys and girls give meaning to gender and sexuality is vital, and is especially significant in the light of South Africa's commitment to gender equality. Yet the, gendered cultures of young children in the early years of South African primary schools remains a, marginal concern in debate, research and interventions around gender equality in education. This, paper addresses this caveat through a small-scale qualitative study of boys and girls between the ages, of 7 and 8 years in an African working class primary school. It focuses on friendships, games, and violent gendered interactions to show how gender features in the cultural world of young children. Given that both boys and girls invest heavily in dominant gender norms, the paper argues that greater, understanding of gender identity processes in the early years of formal schooling are important in, devising strategies to end inequalities and gender violence.
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- 2011
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44. Research on/as Violence: Reflections on Injurious Moments in Research with Friendship Groups
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Parkes, Jenny
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This article addresses the issue of harm in the research process. While researchers seek to conduct research that minimises harm, this paper argues that approaches adopted often create new forms of harm. This proposition is examined through drawing on Bourdieu's ideas about symbolic violence and poststructural theories of identity, to critically reflect on three moments of harm that occurred in research on violence with groups of young people in South Africa and the UK. The paper traces ways in which the research topic, research relationship and dynamics of friendship groups produced physical, emotional and symbolic violence, and asks whether the research was itself an act of violation. Yet sometimes there is value in the conflicts that happen. Conflicts in the research setting may disrupt, destabilise and contest violence, and perhaps the most ethical research position may not be to try to eradicate harm, but to increase these destabilising moments.
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- 2010
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45. 'Girls Hit!' Constructing and Negotiating Violent African Femininities in a Working-Class Primary School
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Bhana, Deevia
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Whenever gender violence and schooling have been the topic of South African research, the investigations focus on African boys in secondary schools. In contrast, this paper focuses on the ways in which violence is mobilized by African schoolgirls in a working-class primary school context. By drawing on selected elements of an ethnographic study of gender in the junior years of primary schooling, the paper examines young seven- and eight-year-old girls' use of violence as a significant resource in a context of massive social deprivation and economic instability. In such contexts, violence is an important means through which some girls define, create and consolidate their femininities. In the absence of research which focuses on the violent expressions of femininity, this paper argues that within the context of persistent social and economic inequalities which mark South African society, girl-on-girl violence is an important means to secure resources and claims to power. (Contains 6 notes.)
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- 2008
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46. Layers of Oppression and Exclusion in the Context of HIV and AIDS: The Case of Adult and Child Learners in the Richmond District, Province of Kwazulu-Natal
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Muthukrishna, Nithi and Ramsuran, Anitha
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This paper emerges out of a larger qualitative study that aimed at mapping barriers to basic education experienced by children and adults in the context of the HIV and AIDS pandemic. The study was undertaken in Richmond district and involved a range of centres of learning (formal and informal) including three high schools, five primary schools, two adult basic education centres, a school for the deaf, two early childhood centres and their communities. The participants in the study were child and adult learners, parents and caregivers, school governing bodies, organizations working in the district, officials from the Departments of Health, Education and Social Welfare and members of a support group for people living with HIV or AIDS. The study attempted to capture the voices of participants and to obtain rich qualitative data through individual interviews and focus group interviews. In addition, various participatory research techniques such as transect walks, vulnerability matrices, ranking exercises, photo-voice and social mapping were used in the focus group interviews. This paper provides an understanding of a theme--that of oppression--that emerged from the data. The findings suggest that oppressions are systematically produced and reproduced in the processes of the everyday lives of learners, their families, teachers and the wider school community in this particular context. The paper juxtaposes Young's (1990) five categories of oppression: exploitation, marginalization, powerlessness, cultural imperialism and violence, with three post-structural constructs: discourse, hegemony and resistance to highlight the complex workings of oppression. These constructs are applied to the data from the study. The paper will provide examples of the forms of oppression and multiple ways in which oppression is played out in different situated spaces. (Contains 1 note.)
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- 2007
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47. Tensions and Troubles in Young People's Talk about Safety and Danger in a Violent Neighbourhood
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Parkes, Jenny
- Abstract
This paper examines how young people living in a violent neighbourhood construct understandings about danger, violence and safety. Reporting findings from a qualitative study that investigated these issues with 8-14 year olds in a South African neighbourhood, the paper identifies how young people attempted to stay safe through reliance on adult protection, avoidance and escape, peer support and retaliation. Through close examination of three discussions between the young people, the paper considers tensions and troubles in their talk about violence, risk and safety, and discusses the complex ways in which they managed these tensions, the implications for their safety and vulnerability, and how these changed over time in gendered ways. Finally, the paper considers the implications for interventions that aim to keep young people safe. (Contains 1 note.)
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- 2007
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48. A Hope-Infused Future Orientation Intervention: A Pilot Study with Juvenile Offenders in South Africa
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Marsay, Gloria, Scioli, Anthony, and Omar, Shaheda
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The prevailing sociopolitical and economic difficulties advance a feeling of hopelessness and helplessness among youth in South Africa. This paper describes a Hope-Infused Future Orientated intervention piloted with a group of juvenile sex offenders. The intervention incorporated activities to bolster the constructs of hope as a unique foundation, together with culturally-appropriate strategies to assist the participants in making realistic decisions regarding their future livelihood. The study used a focused ethnographic approach to evaluate the effectiveness of the intervention. Multiple mixed methods were used to collect data. The analysis was qualitative. Findings illustrate the effectiveness of this intervention. Limitations and strengths of the study are discussed. Recommendations for future practice and research are made.
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- 2018
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49. Sexual and Gender Diversity in Schools: Belonging, In/Exclusion and the African Child
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Reygan, Finn
- Abstract
The school system in South Africa has only in recent years begun to more deeply grapple with issues of power and privilege along a number of axes of oppression including race, gender, class and recently, sexual and gender diversity. As a result, learners who embody sexual and gender diversity experiences spaces of belonging and exclusion in school settings. As a result, this paper asks: What needs to be done in the school system to reconstruct the "African child" to include sexual and gender diversity? Possibilities include inclusive policy implementation; inclusive learning and teaching resource materials; teacher preparedness to teach about and affirm sexual and gender diversity in the classroom and a clear rejection of homophobic and transphobic violence. The lessons learnt through the process of challenging racism in the school system -- such as around essentialising, othering and systemic violence -- have yet to be fully applied to sexual and gender diversity in schools.
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- 2018
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50. Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). International Communication Division.
- Abstract
The International Communication Division of the proceedings contains the following 18 papers: "Press Freedom in Asia: New Paradigm Needed in Building Theories" (Jiafei Yin); "Entertainment East and West: A Comparison of Prime-Time U.S. and Asian TV Content Using the Methodology of the National Television Violence Study" (Anne Cooper-Chen); "Policing Press Freedom in Post-Soviet Central Asia: The Monitoring Role of Press Rights Activists and Their Web Sites" (Eric Freedman and Richard Shafer); "Online Journalists in Germany 2002: The First Representative Survey on German Online Journalists" (Thorsten Quandt, Klaus-Dieter Altmeppen, Thomas Hanitzsch, and Martin Loeffelholz); "Nepalese Journalists: Idealists, Optimists, and Realists" (Jyotika Ramaprasad); "The Demise of Nicaragua's'Barricada' Newspaper: Slipshod Journalism or Political Sabotage?" (Kris Kodrich); "Comparative Critical Analysis of Advertorials and Articles in Nigeria's Fourth Republic Mass Media" (Emmanuel C. Alozie); "Media and the Crisis of Democracy in Venezuela" (Eliza Tanner Hawkins); "New News for a New South Africa?: The Possibilities of Public Journalism and Development Journalism as Interventionist News Models" (Margaretha Geertsema); "Women in Advertisements Across Cultures" (Pamela K. Morris); "German and American Students' Perceptions of Social Values as Depicted in Magazine Advertisements: A Copy Testing Approach" (Frauke Hachtmann); "Thank You Newton, Welcome Prigogine: 'Unthinking' Old Paradigms and Embracing New Directions" (Shelton A. Gunaratne); "Acculturation and Media Usage Among the Chinese Students in the US" (Cui Yang, Huaiting Wu, and Ma Zhu); "Images of Islam: Exemplification as Elegance in the Post-9/11 Works of Thomas Friedman" (Lise Rodgers); "Audience Involvement and Its Antecedents: An Analysis of the Electronic Bulletin Board Messages about an Entertainment-Education Drama on Divorce in Korea" (Hyuhn-Suhck Bae and Byoungkwan Lee); "Punch and Counterpunch: Jurisdiction Over International Libel Suits in the Internet Age" (Robert L. Spellman); "Cultural Profiles of Global and Local Advertising on Primetime Chinese Television: A Comparative Content Analysis" (Yuan Zhang); and "Globalization through Global Brands: Purely an American-Made Phenomenon?" (Daniel Marshall Haygood). (RS)
- Published
- 2003
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