Causes of School-Based Violence in South African Public Schools: Application of Normalisation Theory to Understand the Phenomenon through Educators’ Perspectives

Netshitangani, Tshilidzi

doi:10.5901/mjss.2014.v5n20p1394

Cited by 10 publications

(18 citation statements)

References 15 publications

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“…Attraction or the glamour attached to violence among youth was quite a new determinant that emerged from this study. Being exposed to violence displayed in media, which was found in previous studies (10,(52)(53)(54)(55) to be a risk factor for youth violence, was also reported in the present study.…”

Section: Discussionsupporting

confidence: 90%

A qualitative exploration of the determinants of youth violence using participatory action research: a Sri Lankan study

Rathnayake

Abhayasinghe

Silva

et al. 2023

Preprint

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Background Youth violence is a significant health issue mainly in low and middle-income countries (LMICs). Violence is growing among Sri Lankan youth, yet research addressing it has been almost non-existent. Various personal and environmental factors place youth at risk of violence. The present study aimed to identify the determinants of youth violence from the perspectives of students and key informants of a Sri Lankan technical college. Methods The current study used the participatory action research (PAR) approach. The study was conducted at a technical college in Matale district, Sri Lanka with a sample of 74 students. Participants were involved in developing the focus group discussion (FGD) guide and key informant interview (KII) guide, which were the methods of data collection. Four FGDs and seven KIIs were conducted until data saturation was achieved. Thematic analysis was used in the data analysis. Participants were engaged and involved in the data collection and analysis where necessary in line with the PAR principles. Results The determinants of youth violence identified in the current study are presented under five themes: 1. individual-level determinants, 2. family-level determinants, 3. school-level determinants, 4. determinants specific to the technical college, and 5. societal-level determinants. Individual-level determinants reported by participants included poor awareness, inability to bear being defeated, frequent victimization, unemployment, psychological stress, and substance abuse. Family-level determinants reported were poor parental affection, guidance and parenting skills, distorted family connections and family disruption, pressure on education, witnessing domestic violence as a child, and discrimination within the family. School-level determinants included school dropouts, peer influences, discrimination at school, and the competitive education system. Furthermore, participants described subculture and diversity among students as determinants specific to the technical college. Societal-level determinants identified by participants included social discrimination, disadvantage, disparity and inequity, increase in the requirements and change in the goals of youth, justification, glamorization and normalization of violence, gaps in law enforcement, socio-political instabilities and the rise of inflation. Conclusions The PAR approach facilitated the identification of a variety of individual, family, school, and societal-level determinants of youth violence which may contribute to addressing violence in tertiary education institutes in Sri Lanka and other LMICs.

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Section: Discussionsupporting

confidence: 90%

A qualitative exploration of the determinants of youth violence using participatory action research: a Sri Lankan study

Rathnayake

Abhayasinghe

Silva

et al. 2023

Preprint

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“…It is an undeniable fact that schools are territories prone to crime and violence. Literature by Netshitangani [4]; UNICEF [5]; Dlungwane [6]; Essays [7] and Witmer [8] confirm that schools are territories prone to crime and violence. No one can deny that school violence poses a significant threat to the attainment of educational objectives.…”

Section: Literature Reviewmentioning

confidence: 99%

Chronic causes of school violence at secondary schools in South Africa: Case of King Cetshwayo District

Dube,

Buthelezi,

Khumalo

et al. 2024

ijirss

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This study examines the chronic causes of school violence at secondary schools in South Africa. The prevalence of violence within South African schools has drawn attention from various stakeholders due to its multifaceted nature. It encompasses forms like bullying, factional conflicts, substance-related incidents, and more. Such violence, whether physical or emotional, inflicts severe harm on both individuals and the educational system. A comprehensive report by the South African Institute of Race Relations highlighted the alarming status of school safety, echoing media coverage that underscored the widespread nature of these issues in schools across the nation. Employing an interpretive paradigm and a case study centered on secondary schools in the King Cetshwayo District sought to explore the causes of violence. The purpose of this study is to identify the underlying causes driving this concerning trend, guided by Social Learning and Social-Ecological Development theories. We used a qualitative method to collect data through semi-structured interviews, observations, and document analyses. To ensure the credibility of findings, data from multiple sources was triangulated. Analysis of the data followed thematic approach, and findings were presented thematically. Both internal and external factors influence the causes of school violence, according to the findings. Given these findings, we recommended a collaborative and integrated approach among all stakeholders to effectively tackle and mitigate the pervasive issue of school violence.

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“…Similarly, in South Africa, the issue of indiscipline and unsafe school environments is of great concern (UNESCO, 2017;Basic Education Rights Handbook, 2017;Mgijima, 2014). Other studies conducted in South Africa found that school violence results in a loss of teaching and learning because the interruptions require to be attended to (Mkhize et al, 2011;Ncotsa & Shumba, 2013;Netshitangani, 2014;Ngidi, 2018). On the same note, the Department of Education (2008, p.1) avows that "the school must be committed to provide an environment for the delivery of quality teaching and learning by promoting the rights and safety of all learners, educators and parents".…”

Section: Literature Reviewmentioning

confidence: 99%

“…The availability of the Schools Act and well drafted learners` codes of conduct at schools do not guarantee the proper implementation of education policies to curb learner misconduct. Therefore, there is still a high prevalence of unruly behaviour in South African schools (UNESCO, 2017;Basic Education Rights Handbook, 2017;Ncotsa & Shumba, 2013;Netshitangani, 2014;Ngidi, 2018). Regarding the improper implementation of education policies, Mugabe and Maposa (2013) observed that some teachers protected ill-disciplined learners during disciplinary hearings on the basis that strict monitoring of learners limited their freedom and creativity, which can negatively affect their academic performance.…”

Section: Legislation Of School Disciplinary Committees (Sdcs) In South Africamentioning

confidence: 99%

“…Whereas an atmosphere of safety is an essential for teaching, learning and educational growth (Department of Education, 2008;Mgijima, 2014), there is a challenge of a high prevalence of violence in South African schools (South African Council of Educators [SACE], 2011;Netshitangani, 2014;Mncube & Steinmann, 2014;Basic Education Rights Handbook, 2017;UNESCO, 2017). Maphosa (2011) concurs that the occurrence of unruly behaviour is rapidly becoming a severe problem for teachers because a dangerous school atmosphere diminishes the quality of education in any school setting.…”

Section: Introductionmentioning

confidence: 99%

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The Knowledge Landscape of School Disciplinary Committees on Disciplinary Policies in Mopani Education district, Limpopo Province, South Africa

Mathebula

Runhare

2021

IJLTER

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Despite the clarity of the South African Schools Act (SASA) 84 of 1996 on the need to craft and implement a learners’ Code of Conduct by school governing bodies (SGBs), there seems to be a gap between the espoused learner disciplinary policies and practice at schools. Using the case study research design, the knowledge scope on education policies by the school disciplinary committees (SDCs) was examined at two secondary schools in a predominantly rural South African district. The study employed a qualitative approach to gather data from purposefully selected informants using focus group and face-to-face interviews. The study sample was composed of 35 participants who were school disciplinary policy duty bearers, comprising 10 SGBs, 10 school management teams (SMTs) and 10 SDC members, as well as five class teachers. The main findings from the thematically analysed narrative data pointed to inadequate knowledge of policies by most SDC committee members. In addition, although the two schools had learners’ codes of conduct that were aligned to SASA, the SDCs were loosely adhering to the provisions of the disciplinary policies in their operations. The gap between the espoused policy and policy in action was found to be due to the policy duty bearers’ inadequate knowledge of the national policy that governs school discipline. This calls for the Department of Basic Education (DBE) to offer policy enhancement workshops for SDCs and to employ a policy monitoring instrument on the functioning of SCDs.

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Causes of School-Based Violence in South African Public Schools: Application of Normalisation Theory to Understand the Phenomenon through Educators’ Perspectives

Cited by 10 publications

References 15 publications

A qualitative exploration of the determinants of youth violence using participatory action research: a Sri Lankan study

A qualitative exploration of the determinants of youth violence using participatory action research: a Sri Lankan study

Chronic causes of school violence at secondary schools in South Africa: Case of King Cetshwayo District

The Knowledge Landscape of School Disciplinary Committees on Disciplinary Policies in Mopani Education district, Limpopo Province, South Africa

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