Gangsterism as a Cause of Violence in South African Schools: The Case of Six Provinces

Mncube, Vusi; Madikizela-Madiya, Nomanesi

doi:10.1080/09766634.2014.11885608

Cited by 38 publications

(15 citation statements)

References 1 publication

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“…Poly violence refers to the idea that women are at risk of multiple forms of violence at different places. Women are not safe from gender-based violence at schools (Centre for Applied Legal Studies & Cornell Law School’s Avon Global Center for Women and Justice and International Human Rights Clinic, 2014 ; Mncube & Madikizela-Madiya, 2014 ), in churches (Whitson, 1997 ), in colleges and universities (Bennett, 2009 ; Kiguwa et al, 2015 ), and even in the workplace (Jewkes & Abrahams, 2002 ). Women experience microaggressions and are side-lined (Bosch, 2020 ).…”

Section: Domesticated Poly-violencementioning

confidence: 99%

Domesticated Poly-Violence Against Women During the 2020 Covid-19 Lockdown in South Africa

Nduna

Tshona²

2021

Psychol Stud

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Globally, increased domestic violence against women during the 2020 Covid-19 lockdowns concerned researchers, policymakers, governments and the civil society. In South Africa, an increased risk for gender-based domestic violence against women during the lockdown period was reported by various sources including the national gender-based violence call centre (GBVCC), the South African Police Service (SAPS) and the civil society. Covid-19 lockdown encouraged spatial distance: a public health measure. This measure inadvertently created social distance and social disconnection. Public life, which is frequently a coping mechanism and an escape for some women and girls at risk of domestic violence, was curtailed by the lockdown rules that forbade movements. Informal sources of help for victims of abuse were limited due to closed economic activities, and community-based helping services for domestic violence were not permitted to open. Some victims of domestic violence struggled with public transportation to access informal help, visit the police, social workers and other sources of help. Some organisations offered online and telephone services. The increased risk of gender-based domestic violence during the lockdown is indicative of poly-violence that women are exposed to. The risk of the domesticated poly-violence during crisis periods could be averted by focussing on risk reduction for all forms of violations against women.

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Section: Domesticated Poly-violencementioning

confidence: 99%

Domesticated Poly-Violence Against Women During the 2020 Covid-19 Lockdown in South Africa

Nduna

Tshona²

2021

Psychol Stud

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“…Other scholars highlighted that learners' misbehaviours, disruptive behaviours of learners, and learners' disrespect towards teachers, peers, and principals nowadays could affect the teacher's wellbeing (Marais & Meier, 2010;Mestry & Khumalo, 2012;Sun & Shek, 2013). Similarly, Gangsterism, drug abuse, and violence in the school community are other factors that can affect the mental health of the teacher and reduce their performance (Mncube & Madikizela-Madiya, 2014). Scholars have found that heavy workload, inflexible curriculum, high school drop rate and low school attendance, school absenteeism, and disinterest in their work affected teacher wellbeing at schools (Ayaz, 2015;Pretorius, 2016;Weiden, 2007).…”

Section: Conceptualising Of Teacher Wellbeing At Schoolsmentioning

confidence: 99%

Exploring Enabler Actions Influencing Basotho Teachers’ Wellbeing to Cope with Schools’ Adversities at a Rural School

Mukuna

2021

JESR

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Teachers at South African schools work under unfavourable conditions that manifest as burnout, fatigue, exhaustion and stress, violence, lack of infrastructures, lack of resources, poor working relationships, inflexible curriculum, etc. Despite these conditions, they still managed to do their jobs to uplift their community. Against this background, this study explored enabler actions that influence Basotho teachers to surmount schools’ adversities at a rural school district. It adopted a qualitative multiple case study as a research design and semi-structured interviews as data collection instrument. Four participants (n=4; females, aged 25-35 years) were selected through purposive and convenience sampling techniques. All participants worked at a South African rural school in Free State province, South Africa. They are Basotho speakers and have at least three years of teaching experience. The thematic findings revealed that Basotho teachers developed enabler actions to cope with schools’ adversities and adjust to social and cultural environments. These include the availability of supportive services, awareness of inadequate assets, awareness of teachers’ strengths, developing of teacher resilience, self-efficacy, problem-solving skills, managing self-emotions, and self-confidence. This study concluded that the identified enabler initiatives contributed and stabilized the Basotho teacher wellbeing effectively regardless of challenges at a rural school. Received: 25 August 2020 / Accepted: 23 November 2020 / Published: 10 May 2021

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“…According to Gigliotti et al (2018), other aspects in the schooling system such as participation of and support for teachers and the knowledge of the content of the curriculum change, can also facilitate or hinder the buy-in of teachers. Other aspects relate to school environments that are plagued by drugs, gangs and weapons, all of which threaten the culture of teaching and learning (Mncube & Madikizela-Madiya, 2014).…”

Section: Introductionmentioning

confidence: 99%

Leading curriculum changes in schools: The role of school principals as perceived by teachers

Wyk

2020

PiE

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The purpose of this article was to determine the views of teachers regarding the leading role of principals during curriculum changes in schools. The research was quantitative in nature, with one qualitative section and was based on a post-positivist worldview. The qualitative section serves to inform the reader explicitly on leadership issues that are important during curriculum changes. Eight hundred and eighty-four teachers from 67 schools formed the sample. Any change initiative always has an element of resistance to it that should be considered by principals, also when changes in the curriculum are being created. Bearing in mind the views of teachers, the effect of resistance to curriculum changes could be minimised. Principals could be in a better position to steer the curriculum changes in schools in the right direction. Teachers will, as a result, be in a better position to do their work properly to the benefit of the learners and, eventually, to the benefit of society.

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Gangsterism as a Cause of Violence in South African Schools: The Case of Six Provinces

Cited by 38 publications

References 1 publication

Domesticated Poly-Violence Against Women During the 2020 Covid-19 Lockdown in South Africa

Domesticated Poly-Violence Against Women During the 2020 Covid-19 Lockdown in South Africa

Exploring Enabler Actions Influencing Basotho Teachers’ Wellbeing to Cope with Schools’ Adversities at a Rural School

Leading curriculum changes in schools: The role of school principals as perceived by teachers

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