The persistence of violence in South Africa's schools: In search of solutions

Roux, Cheryl Sheila Le; Mokhele, Paul

doi:10.1080/18146627.2011.602847

Cited by 29 publications

(18 citation statements)

References 5 publications

(1 reference statement)

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“…However, Piotrowski and Hoot (2008) also state that bystanders have a great negative effect in preventing violence. The reason for this can be that bystanders may be afraid of being in the centre of violence (Le Roux & Mokhele, 2011). Or in some other situations students may not be aware of what they can do to resolve conflict.…”

Section: Personal Factorsmentioning

confidence: 99%

“…Positive school environment supports student's learning, helps them focus on lessons, and ensures that student is comfortable in a social environment (Jull, 2000;Le Roux & Mokhele, 2011;Şahin & Tabak, 2020). What needs to be done is to change school structure dominated by prejudices, inequality and ruleoriented practices to prevent violence with available information (Parkes, 2016).…”

Section: Positive School Environmentmentioning

confidence: 99%

“…Today, violence is encountered everywhere, from our living spaces, to business environment, from educational environment to social media (Dahlberg & Krug, 2006), moreover, it is unfortunately common in schools and school violence damages social support among students, school climate, management and policy (Astor, Benbenishty, & Estrada, 2009;Piotrowski & Hoot, 2008). Students' fear of violence decreases their academic performance, causes psychological problems, such as loss of attention and depression, and it also decreases their desire to learn (Le Roux & Mokhele, 2011). For society to have a solid structure in future, today, schools must be peaceful environments and free from violence.…”

Section: Introductionmentioning

confidence: 99%

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Literature Review of Studies about Violence at School and Recommendations for Teachers

Karakuş

2022

Acta Educationis Generalis

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Introduction: Violence is a very complex and particular concept and it is difficult to make a precise definition, since acceptable and unacceptable behaviour patterns for each society vary according to social norms, time and value judgments of what harms that society. School violence results in students’ loss of concentration, poor academic success, bunking of courses, and depression. Violence is a global problem, solution depends on an integrated approach in which educators, parents and learners work together. Considering negative consequences of violence, reduction or even prevention of violence at school will not only increase quality of education and training, but also support education process to become more productive. The aim of this review is to examine studies on school violence in literature, to determine causes of violence at school and present suggestions for solutions. This type of study may also have the potential to shed light on future work on violence in schools. For this reason, the purpose of this study is to examine the studies on violence at school and to present a review on violence prevention. Purpose: The aim of this study is to examine the studies on violence at school in the literature and to compile the measures that can be taken to reduce violence in line with the recommendations stated in these studies. Violence is defined psychologically or physiologically as the unintentional negative action or force. Methods: Considering the criteria of the study as a result of the preliminary examination, 66 articles were excluded and 42 articles were included in the study. Content analysis method was used to analyse the studies. First of all, data were coded and themes were formed. In order to confirm themes and codes researcher and a co-observer studied together. Conclusions: As a result of the evaluation of studies on violence at school, the themes of gender inequality, personal factors, school organization and evaluation were reached. In studies conducted to prevent violence in the educational environment, it is stated that it is important to listen to students, to value students, to understand them, to provide a democratic environment in the school, to take measures in accordance with the different dynamics that direct the school, and to establish a strong bond between the school and the society and stakeholders. Suggestions of studies to prevent violence at school are explained in the themes of understanding, teachers’ dedication, acting together, collecting, recording data, early intervention, teacher training programs, positive school environment, improving students’ personal skills.

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Section: Personal Factorsmentioning

confidence: 99%

Section: Positive School Environmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Literature Review of Studies about Violence at School and Recommendations for Teachers

Karakuş

2022

Acta Educationis Generalis

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“…These physical and non-physical acts often result in fights and attacks on the victims within the school environment (Ncontsha & Shumba, 2013), and has left some learners deceased and others injured. Research shows that the scourge of learner-on-learner violence is high in South African schools and has escalated in recent years (Burton, 2008;Le Roux & Mokhele, 2011;Mncube, 2014;Ncontsha & Shumba, 2013). South Africa has a culture of violence which spills over into schools.…”

Section: Introductionmentioning

confidence: 99%

Learner Learner- on- learner violence: A case of Tshwane West District (D15), Mabopane, Gauteng Province

Mashaba

Sibanda

Tsebe

et al. 2022

IJSSRR

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In recent years, violence among learners has escalated in many schools in South Africa. This has raised concern in society on whether the measures put in place to address the problem works. For this reason, we set to investigate the cause and measures to curb school violence in two schools in a disadvantaged community of Mabopane, Gauteng Province. We selected a township setting as the context of our research. This choice is informed by frequent occurrences of violence in high schools. We used a qualitative research approach to collect data through semi-structured interviews with twelve learners (n=6) from two high schools in the township of Mabopane. The findings Suggest that lack of control of learners, as demontrated by learners loitering around during clases, gambling, and drug abuse are the primary causes contributing to violence.

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“…South African society is perceived as violent, and this violence is often attributed to a culture of violence (Leroux & Mokhele, 2011). It is disturbing to note that 24.9% of all murders in South Africa are committed by a relative or household member (Statistics South Africa, 2013).…”

mentioning

confidence: 99%

Characteristics for the Identification of Children Who Commit Family Murder in South Africa

Moen

2017

J Interpers Violence

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Children who commit family murder have been increasingly reported on in the South African media. Violence of this type has far-reaching consequences for families and communities. In this qualitative study, nine documented cases of children who committed family murder were analyzed to gain an in-depth understanding of the factors that contribute to children murdering family members. The personal and systemic reasons for these types of murders guided the research. The Interpersonal Parental Acceptance-Rejection Theory (IPARTheory) was used as theoretical framework. The researcher argues that the quality of the interaction between the parent and the child, as well as individual differences within a specific environment, is central to committing family member murder. A narrative summary of the general characteristics of children who kill a family member was compiled. In this study, the children were predominantly exposed to dysfunctional family environments characterized by problematic attachment to the caregiver/s, rejection, abuse, and extreme parenting styles. The parenting styles were often extremely authoritarian or in some cases permissive. The caregivers often expected the child to conform to their idea of the ideal child, and nonconformance resulted in punishment and rejection. These children presented with interpersonal relationship problems, anxiety, and aggression, and fantasized about escaping their challenging home environments. In some of the cases, the children abused alcohol and drugs. In only a few of the cases, signs of antisocial personality disorder were present. The family murders committed by children were predominantly committed by males. The weapons used in the murders were often everyday objects available in the environment. In this study, it was important to note that children who commit family murder have unique backgrounds and circumstances. Therefore, the characteristics discussed in this article only serve as a guideline to understanding these children.

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The persistence of violence in South Africa's schools: In search of solutions

Cited by 29 publications

References 5 publications

Literature Review of Studies about Violence at School and Recommendations for Teachers

Literature Review of Studies about Violence at School and Recommendations for Teachers

Learner Learner- on- learner violence: A case of Tshwane West District (D15), Mabopane, Gauteng Province

Characteristics for the Identification of Children Who Commit Family Murder in South Africa

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