Perceptions of Students and Parents on the Use of Corporal Punishment at Schools in India

Abstract

Violence against children is continuing in schools across India in spite of the strict laws against the use of Corporal Punishment (CP) at schools. The purpose of this study is to identify the reasons for the perpetration of corporal punishments at a random selection of Indian schools as experienced by the students. The population of the sample is small but and the result may be indicative and at the same time may not reflect the condition in the whole of India. The study focuses on the notions of violence within family and the actions of violence which are socio-culturally judged as acceptable in the form of CP at school. The findings show that students moderately approve violence in the form of CP at schools. The findings also suggest that perceived parental approval of CP highly influenced the children to psychologically adjust and approve the violence at schools. The study further suggests the need to strengthen the bonds of trust among parents-child relationships in order to curb the menace of CP at schools.

Game and Simulation Stimulate Conceptual Change about Molecular Emergence in Different Ways, with Potential Cultural Implications

“…The design of MolSandbox, which allows for systematic exploration of molecular factors with explicit, written goals, may be more aligned with the studying habits of culturally Eastern/Asian students (who form the majority of the University's international student cohort), whereas the more playful, problem-solving quests in MolWorlds may appeal more to culturally Western students. Eastern education has been associated with rote learning and regimented studying, with less of an emphasis on creativity and problem-solving [80,81], a greater focus on the practical outcomes of education, e.g., high-level employment [82] and higher academic and career aspirations [83][84][85]. Societal norms around gaming may also play a role; higher play approval is typically seen amongst culturally Western parents [86,87], and may be viewed as particularly distracting or academically damaging in culturally South-Asian households [85].…”

“…Eastern education has been associated with rote learning and regimented studying, with less of an emphasis on creativity and problem-solving [80,81], a greater focus on the practical outcomes of education, e.g., high-level employment [82] and higher academic and career aspirations [83][84][85]. Societal norms around gaming may also play a role; higher play approval is typically seen amongst culturally Western parents [86,87], and may be viewed as particularly distracting or academically damaging in culturally South-Asian households [85]. This argument sup-ports the concept that learning technologies which incorporate entertainment elements and have more of a playful, problem-solving focus may be perceived as more acceptable and effective for Western learners, whereas more structured investigation and experimentation may be more appealing for learners who identify with Eastern cultures.…”

Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India

“…A study by Agrasar (2018) argues that several episodes of corporal punishment are not reported primarily because of social norms and attitudes towards the use of punishment in India. There is a likelihood that teachers in India may have veered toward the use of reactive strategies to address socially unacceptable behaviour (Agrasar, 2018; Ghosh & Pasupati, 2016) and may even continue to believe that students are punished for their benefit (Agrasar, 2018; Cheruvalath & Tripathi, 2015). Historically, in Indian society, teachers are often seen as authoritative figures in children’s lives and with that authoritative status (Raj, 2011) they are in a position to use any behaviour management strategy they feel is appropriate for the student (Agrasar, 2018; Tiwari, 2014).…”