Academic literature on the topic 'School violence – South Africa – Mpumalanga'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'School violence – South Africa – Mpumalanga.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "School violence – South Africa – Mpumalanga"
1
Ngubane, Londeka, Sazelo Mkhize, and Sogo Angel Olofinbiyi. "Taxi violence in South Africa : insight from Mpumalanga Township, Kwazulu-Natal Province, South Africa." African Journal of Peace and Conflict Studies 9, no. 3 (2020): 81–104. http://dx.doi.org/10.31920/2634-3665/2020/v9n3a5.
Full text
2
Bonnin, Debby. "Legacies of political violence: an examination of political conflict in Mpumalanga Township, KwaZulu-Natal, South Africa." Transformation: Critical Perspectives on Southern Africa 62, no. 1 (2007): 59–83. http://dx.doi.org/10.1353/trn.2007.0000.
Full text
3
Shields, Nancy, Kathy Nadasen, and Christine Hanneke. "Teacher Responses to School Violence in Cape Town, South Africa." Journal of Applied Social Science 9, no. 1 (2014): 47–64. http://dx.doi.org/10.1177/1936724414528181.
Full text
4
Harber, Clive. "Schooling and violence in South Africa: Creating a safer school." Intercultural Education 12, no. 3 (2001): 261–71. http://dx.doi.org/10.1080/14675980120087471.
Full text
5
Sibanyoni, July J., Papiso A. Tshabalala, and Frederick T. Tabit. "Food safety knowledge and awareness of food handlers in school feeding programmes in Mpumalanga, South Africa." Food Control 73 (March 2017): 1397–406. http://dx.doi.org/10.1016/j.foodcont.2016.11.001.
Full text
6
Barnes, Kalie, Susette Brynard, and Corene de Wet. "The School in School Violence in the Eastern Cape Province of South Africa." Journal of Social Sciences 31, no. 2 (2012): 209–18. http://dx.doi.org/10.1080/09718923.2012.11893030.
Full text
7
Phasha, Tlakale Nareadi, and Doris Nyokangi. "School-Based Sexual Violence Among Female Learners With Mild Intellectual Disability in South Africa." Violence Against Women 18, no. 3 (2012): 309–21. http://dx.doi.org/10.1177/1077801212444578.
Full textAbstract:
Following qualitative research methodology, this article presents school-based sexual violence experiences of female learners with mild intellectual disability. A total of 16 learners aged 16 to 24 years participated in the study. The findings revealed that learners with intellectual disability are not immune to school-based sexual violence. Modes of behavior that occurred frequently included touching, threats, and intimidation. School practices that reinforced school-based sexual violence are identified. The findings contradict common misconceptions that people with intellectual disability do not understand what is happening to them. The study recommends that school policies for sexual violence be intensified and learners receive developmentally appropriate sex education.
8
Sibanyoni, J. J., and F. T. Tabit. "Assessing the Food Safety Attitudes and Awareness of Managers of School Feeding Programmes in Mpumalanga, South Africa." Journal of Community Health 42, no. 4 (2016): 664–73. http://dx.doi.org/10.1007/s10900-016-0303-6.
Full text
9
Neille, Joanne, and Claire Penn. "The Interface Between Violence, Disability, and Poverty: Stories From a Developing Country." Journal of Interpersonal Violence 32, no. 18 (2015): 2837–61. http://dx.doi.org/10.1177/0886260515596332.
Full textAbstract:
People with disabilities are vulnerable to multiple forms of violence in their everyday lives, including structural violence, deprivation, and physical, emotional, and sexual exploitation. Despite increasing reports of violence against people with disabilities, little is known about this phenomenon, especially in the context of poverty. Furthermore, the various types of violence have traditionally been studied in isolation, which has led to a limited understanding of the nature and persistence of violence in society, and has affected our understanding of the relationship between different forms of violence. In this article, we explore the relationship between violence, disability, and poverty among people living in a rural area of South Africa. Thirty adults with a variety of disabilities living in 12 rural villages in the Mpumalanga Province of South Africa participated in the study. Each of the participants was provided with an opportunity to tell their life story. Narrative inquiry and participant observation were used to explore the ways in which violence pervades the participants’ everyday experiences. Results were analyzed using thematic analysis and suggest that in the context of poverty, it is impossible to separate the experience of disability from the experience of violence. Structural violence was shown to underpin all other forms of interpersonal violence, making persons with disabilities vulnerable to additional forms of exploitation, and serve to further isolate people with disabilities from society, compromising both health and human rights. The findings suggest that an understanding of contextual factors is fundamental to understanding the relationship between violence and disability.
10
Selin, Amanda, Stephanie M. DeLong, Aimée Julien, et al. "Prevalence and Associations, by Age Group, of IPV Among AGYW in Rural South Africa." SAGE Open 9, no. 1 (2019): 215824401983001. http://dx.doi.org/10.1177/2158244019830016.
Full textAbstract:
The prevalence of intimate partner violence (IPV) is alarmingly high among South African adolescent girls and young women (AGYW). Limited data exist exploring how IPV prevalence and its risk factors differ by age. Study data were from the baseline visit of HPTN 068, a randomized controlled trial (RCT) conducted from 2011 to 2015 in Mpumalanga, South Africa. A cohort of 2,533 AGYW, aged 13 years to 20 years, answered survey questions on demographics and behaviors, including their experiences of physical and sexual violence ever and in the past 12 months. We calculated the prevalence of IPV and related risk factors, as well as prevalence ratios with 95% confidence intervals, stratified by age. Nearly one quarter (19.5%, 95% CI = [18.0, 21.2]) of AGYW experienced any IPV ever (physical or sexual) by a partner. The prevalence of any IPV ever among AGYW aged 13 years to 14 years, 15 years to 16 years, and 17 years to 20 years was 10.8%, 17.7%, and 32.1%, respectively. Key variables significantly associated with any IPV ever across all age groups included borrowing money from someone outside the home in the past 12 months, ever having had vaginal sex, ever having had anal sex, and consuming any alcohol. Few statistically significant associations were unique to specific age groups. The history of IPV among the youngest AGYW is a critical finding and should be a focus of prevention efforts.
Dissertations / Theses on the topic "School violence – South Africa – Mpumalanga"
1
Sigwanda, Pakama Sylvia. "The effects of the high rate of learner absenteeism in primary schools in Govan Mbeki area." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20394.
Full textAbstract:
Since the advent of the democratic dispensation in 1994, the government of South Africa has made significant steps in addressing issues of national concern. One of the major highlights is a Bill of Rights, as stipulated in the South African Constitution, Act 106 of 1996, which states that every child has a right to basic education. However, in spite of compulsory education, an extremely high rate of absenteeism has been noticed in many primary schools of the Eastern Cape Province in the Nelson Mandela Metropolitan region. The purpose of this study was to develop a deeper understanding of the major factors that contribute to absenteeism in the Govan Mbeki area of the Nelson Mandela Metropolitan Region, with the ultimate aim of promoting school attendance among learners. Both quantitative and qualitative approaches were used to collect the data in two schools. Using purposive sampling, two schools in the Govan Mbeki area were identified. These two schools were known to have a high rate of learner absenteeism. In each of the schools – which, in this research, are referred to as school A and school B, 20 parents, 6 teachers and 20 learners (10 per school) were identified as participants. The major findings of this study show that the factors affecting school attendance are interlinked; and, they include – although they are not limited to – bullying, poverty in households, poor teacher-student relationships, a poor learning environment, and the underperformance of the learners, which, in turn, result in disinterested learners. The study recommends a joint engagement of school, homes and the Department of Education to develop mechanisms, which might help both parents and teachers to navigate potential solutions to curb the trend. Furthermore, there needs to be a concerted effort to reduce household poverty and to sensitize teachers of their responsibilities towards their learners.
2
Ngqela, Nozuko. "Exploring learners' experiences of violence in a township high school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5165.
Full textAbstract:
Thesis (MEdPsych))--University of Stellenbosch, 2010.<br>Bibliography<br>ENGLISH ABSTRACT: School violence is a reality in South African township schools contaminating the school environment and jeopardizing the educational process.
The aim of this study is to explore adolescent learners' experience of school violence in township high schools in order to develop and recommend a school prevention intervention programme/strategy. The study is explained in the theoretical framework of the bio-ecosystemic theory where violence is discussed as a reaction and as an action that occurs through reciprocal interaction between systems and the social environment. Through this interaction, adolescent learners are exposed to individual, family, school and community risk factors which place them at risk. Literature shows that schools in the township are sites of widespread violence; and these impacts on learners‟ emotional well-being. School violence also reflects the relationship that exists between what occurs in schools and what happens in learners' homes and communities.
The specific design selected for this study is a case study and is qualitative and explorative in nature. Unstructured interviews were conducted with individual learners and focus groups to gather information regarding adolescents' experiences of school violence. The data was analysed with three main themes emerging during the participants' interviews. The findings revealed that a significant number of adolescent learners in the township school have experienced some form of gender-related violence at school, and that boys are more often the perpetrators of this school violence. The findings further showed that lack of safety and class management is another cause of violence and the violent activities within the school are a symptom of the social ills of the community within which the school is situated. Conclusions drawn from the study are that school violence is a multifaceted phenomenon and, based on these findings, it is recommended that a 'whole school' and an integrated approach be taken when dealing with violence in schools.<br>AFRIKAANSE OPSOMMING: Toenemende geweld in skole in Suid-Afrikaanse townships bederf die skoolomgewing en belemmer die opvoedkundige proses. Die doel van hierdie studie is om leerders se ervarings van geweld in hoërskole in townships te verken, ten einde 'n voorkomingsprogram/-strategie vir skole te ontwikkel en aan te beveel.
Die studie gebruik die teoretiese raamwerk van die bio-ekosistemiese teorie waarbinne geweld bespreek word as 'n aksie en 'n reaksie wat plaasvind deur wedersydse interaksie tussen die sisteme en die sosiale omgewing. Hierdie interaksie kan adolessente leerders aan individuele, gesinsverwante, skool- en gemeenskapsrisikofaktore blootstel. Die studie wys dat skole in townships die ligging is van wydverspreide geweld wat 'n uitwerking het op leerders se akademiese prestasie. Dit wys ook dat geweld in skole 'n weerspieëling is van die verhouding wat bestaan tussen gebeure in die skool en gebeure in die leerders se huise en gemeenskappe.
Die navorsingsontwerp vir hierdie studie is dié van 'n gevallestudie. Dit is kwalitatief en verkennend van aard. Ongestruktureerde onderhoude is met leerders en fokusgroepe gevoer om inligting rakende hulle ervarings van geweld in skole in te win. Die data is ontleed na aanleiding van drie temas wat tydens die onderhoude na vore gekom het. Die bevindinge het gewys dat 'n noemenswaardige aantal adolessente leerders in townshipskole een of ander vorm van geweld ervaar het, en dat seuns gewoonlik die aanrigters van die geweld is. Die studie het voorts gevind dat akademiese prestasie ernstig beïnvloed word deur geweld wat binne en buite die skoolgronde plaasvind, en ook dat geweld binne die skole 'n simptoom is van die sosiale euwels van die gemeenskap waarbinne die skole geleë is. Die studie se gevolgtrekking is dat geweld in skole 'n veelvlakkige fenomeen is. Die aanbeveling wat op hierdie gevolgtrekking berus is dat 'n "heel skool" geïntegreerde benadering gevolg moet word wanneer daar met geweld in skole gewerk word.
3
Mingo, Christopher Dominic. "Perceptions of gang violence in an Elsies River primary school in the Western Cape." Thesis, University of the Western Cape, 1999. http://etd.uwc.ac.za/index.php?module=etd&.
Full text
4
Maliavusa, Nkhanedzeni Josua. "An HIV and AIDS intervention programme for thigh school adolescents in Mpumalanga Province of South Africa." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1341.
Full textAbstract:
Thesis (Ph.D.(Educational Psychology)) --University of Limpopo, 2015.<br>The aim of this study was to adapt an HIV and AIDS intervention programme that may change the knowledge, attitudes and behaviour of adolescents in Mpumalanga high schools. Mixed-method of qualitative and quantitative designs were used to achieve the objectives. The qualitative design consisted of peer mentors (N=141) who were interviewed in the focus group to provide information pertaining to the HIV and AIDS intervention that may change the knowledge, attitudes and behaviour of vulnerable adolescents in Mpumalanga high schools. The quantitative design consisted of Grade 8 learners (N=1 085) who were used in the evaluation of the adapted HIV and AIDS intervention. Eeducators (N=11) piloted and monitored the administration of the adapted HIV and AIDS intervention. Results from the qualitative study suggested a four unit HIV and AIDS intervention programme with the following aims: (a) to empower adolescents to respond to risky behaviours, (b) to enable adolescents in Mpumalanga to acquire necessary knowledge, attitudes and skills that will protect adolescents from HIV and AIDS infection, (c) the programme must also aim at the development of self-in-society and (d) an abridged programme that will run for one school term that is more suitable. Results from quantitative evaluation revealed that the adapted HIV and AIDS intervention managed to increase, slightly, the acquisition of the knowledge and behaviour of participants, although the significant tests indicated that the observed rate of increase was statistically not significant at 0.05 levels. No impact was found on attitudes scales. It was recommended that the support of both adolescents and parents is vital for the success of any of any HIV and AIDS intervention programme. Opening of the community youth friendly health clinics with highly trained practitioners was also recommended as an essential element in HIV and AIDS prevention. Key concepts: Adolescents, Attitudes, Behaviour, HIV and AIDS intervention, Knowledge and Knowledge attitudes-behaviour practices.
5
Mabanga, M. N. "The impact of poverty on teaching and learning at Mzimba Secondary School at Allandale village in Bushbuckridge Municipality: Mpumalanga Province." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/932.
Full text
6
Mkhomi, Moses Sipho. "The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementation." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2304.
Full textAbstract:
School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
7
Ncube, Thembinkosi. "Relations of family and school attachment to forms of learner violence in secondary school communities in Amathole education district, Eastern Cape." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/504.
Full textAbstract:
Adolescents in the schools in South Africa have been victims of many social problems such as violence and crime as a result of background influence. They have been both victims and perpetrators of this violence. Problems of attachment to both school and home have always been blamed for the adolescents’ deviance. South African schools are affected by this verbal and physical violence which presumably emanates from learners poor connections with school and home. The background of societies such as economic deprivation has also been presumed to have an impact on the way adolescents conduct themselves in schools. There is no research that has verified the correlation between violence and attachment to bases of attachment - home and school in South Africa, especially in the Eastern Cape Province. A survey was conducted in more than ten schools in the Amathole District where 317 learners’ opinions on their observation of cases of verbal and physical violence in their schools, and on their attachment to both home and school were collected through a 40 item questionnaire. The questionnaire had five sections (a) to (e). The first section (a) required learners to enter their biographical information; gender, age, grade, and quintile classification. The second section (b) required learners to rate their attachment to their homes and to their care givers. The third section (c) required learners to rate their connectedness to their schools. The fourth section (d) required learners to supply information on their observation and involvement in verbal violence. The final section (e) with items adopted from section (d) and customised required learners to rate their observation and involvement in physical violence. Descriptive statistics were used to glean frequencies and the overall levels of attachment and violence amongst learners. The study also looked at significant differences in attachment (both family and school) and violence (both verbal and physical) using gender and socio-economic profiles of the learners and schools (quintile system) as sorting or categorising variables. One major finding which is contrary to most theory and may be as a result of social dynamics is that statistics suggested that gender and socio-economic variables had little bearing on violence and attachment. Through the use of SPSS, the Spearman’s rho correlation coefficients were calculated to answer the sub-questions on the relationship between family and school attachment, and school violence (both verbal and physical). There were notable negative and positive correlations between school attachment and verbal violence; for example there was a positive correlation between teachers making learners hate school and learner-involvement in swearing. There was also a negative correlation between school buildings making learners proud and schools and homes being to blame for the frequency of verbal violence in the schools. There were also notable correlations between attachment to family and verbal violence such as the correlation between the frustration by parents’ lack of concern and learners’ involvement in verbal violence without any clear reason. With regard to physical violence there was a negative correlation between parents having time to discuss life with their children and the frequency of physical violence in the schools. There was however a negative correlation between one’s pride in one’s school and the blame on schools for instigating school violence. From these correlations implications for school violence prevention could be drawn. The study reveals that a lot needs to be done by the schools, parents, the government, and the community to enhance learner attachment to both school and home. However, for all the stake holders to succeed government must take the leading role in speeding up the process of reducing poverty in the communities. This is premised on the fact that some findings reveal that frequency of violence increases in an environment of frustration and anger. Schools as care-givers can also introduce many interventions such as counselling workshops to equip teachers with professional crisis management. The research may encourage the Department of Education and schools to adopt violence prevention programs implemented in countries (like United States of America’s Olweus bullying and violence prevention program) for use in bringing communities together to work against school violence. These findings might strengthen the South African Department of Education’s Safe Schools Programs.
8
Thambekwayo, Musa A. "Investigating mentoring as a form of social learning for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20150.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Mentoring as a professional development strategy forms an integral part of the Advanced
Certificate: School leadership that was introduced in 2007 by the National Education
department as an entry qualification in the school principalship. The Advanced Certificate in
Education: School Leadership is aimed at capacitating school leaders to address the
challenges experienced by school principals.
The primary objective of this study was to investigate whether the mentorship component of
the course is experienced as a form of social learning by the candidates. To achieve this
goal, open-ended questions were prepared and administered during semi-structured
interviews with the school principals who have been mentored within the ACE programme.
The interviews were conducted to ten (10) participants including principals, deputy principals
and heads of departments (school level) within the Gert Sibande District (Mpumalanga
Province).
The investigation highlighted that principals do indeed experience mentoring as a form of
social learning. This was confirmed by the statements given by the interviewed principals that
their learning was based on learning from each other through observation and engagement
as well as through their mentors. This learning is confirmed by Bandura’s Social Learning
Theory (1977) which suggests that learning takes place through observation and positive
behaviour of the mentor.
Based on the findings, the main recommendations were that mentorship, as social learning,
should be extended to all school leaders and ultimately to school educators, that a mentoring
unit should be based at each district office, that the selection of mentors should be carried
out carefully so that protégés could benefit maximally and that the period of mentoring should
go beyond merely being a component of an academic course.<br>AFRIKAANSE OPSOMMING: Mentorskap as ‘n professionele ontwikkelingstrategie vorm ‘n integrale deel van die
Gevorderde Onderwyssertifikaat: Skoolleierskap wat in 2007 deur die Nasionale
Onderwysdepartement as ‘n toetree-kwalifikasie vir skoolhoofde ingestel is. Die Gevorderde
Onderwyssertifikaat: Skooleierskap is gerig op die kapasitering van skoolleiers om die
uitdagings wat die posisie van Skoolhoof meebring aan te spreek.
Die primêre doelwit van die studie was om vas te stel of die mentorskapkomponent van die
kursus deur kandidate as ‘n vorm van sosiale leer ervaar word. Om die doel te bereik is
oopvrae voorberei en geadministreer tydens semi-gestruktureerde onderhoude met
skoolhoofde wat as deel van die Gevorderde Sertifikaat: Skoolleierskapkursus gementor is.
Die onderhoude is gevoer met tien skoolhoofde, adjunkhoofde en departementshoofde van
die Gert Sibande distrik (Mpumalanga).
Die ondersoek het aan die lig gebring dat skoolhoofde wel die mentorskapproses as ‘n vorm
van sosiale leer ervaar. Hierdie aspek is bevestig deur die respons van skoolleiers dat hulle
van mekaar geleer het deur observasie en braadslaging asook deur die modelering van
mentors. Diè vorm van leer strook met Bandura se Teorie van Sosiale Leer (2007) wat die
idée onderskryf dat leer plaasvind deur observasie en modelering van positiewe gedrag van
die mentor.
Gebaseer op die bevindinge is die hoof aanbevelings wat in die studie gemaak word dat
mentorskap, as sosiale leer, uitgebrei behoort te word na alle skoolleiers en uiteindelik na
alle onderwysers, dat ‘n mentorskapeenheid by elke distrik gebaseer behoort te word, dat die
keuring van mentors omsigtig moet geskied sodat protégés maksimaal voordeel trek en dat
mentorskap verder moet strek as bloot ‘n komponent van ‘n akademiese kursus.
9
Mitchell-Kamalie, Lilian. "The application of bibliotherapy with primary school children in a violent society." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
The problem upon which this study is based, is to determine the importance of bibliotherapy to children who are exposed to daily violence in society. Exposure to daily violence have detrimental consequences for these children which result in that it is a traumatic experience for them, that could affect personality development and interpersonal relations. This reseach is done within the context of a school situated in a violence society which provide the ideal oppurtunity to reach such children. The school provides an atmosphere which is conducive to reading and verbalisation.
10
Powrie, Joy L. "A study of school stakeholder perceptions of the Safe Schools Programme of the Western Cape Education Department as implemented at a primary school in the Mitchell's Plain district." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1895.
Full textAbstract:
Thesis (MTech (Education))--Peninsula Technikon, 2003<br>Teaching and Learning cannot take place in an unsafe environment. The school plays a central
role in the socialisation of a child and it is critical that schools offer a safe environment in
which learning can take place. This study attempts to investigate school stakeholder
perceptions of the Safe Schools Programme of the WCED and its impact on the learning
environment of one primary school in the Mitchell's Plain district.
The study as a whole is set against the research literature on crime and violence in schools.
The literature surveyed covered the following aspects: (I) What constitutes crime and
violence in schools; (2) The effects of crime and violence on the school environment; and
(3) Approaches to reducing crime and violence in schools.
This research project is a case study of school stakeholder perceptions of the Safe Schools
Programme of the WCED as implemented in one primary school. Qualitative research
techniques were employed and data was collected by means of individual semi-structured
interviews with the acting principal and the safety officer of the school. A focus group
interview was held with a group of educators and support staff members. Learners were
excluded from the study as the aim was to determine the perceived impact of the Safe Schools
Programme on the learning environment at the school. Primary school learners may perhaps
not be able to articulate their views on the issue under research. Parents were not included in
this research process but could be a valuable source of data for future research.
Book chapters on the topic "School violence – South Africa – Mpumalanga"
1
Casella, Ronnie. "The Historical and Political Roots of School Violence in South Africa: Developing a Cross-National Theory." In Rethinking School Violence. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137015211_3.
Full text
2
Morrell, Robert, Deevia Bhana, and Vijay Hamlall. "‘I’m not scared of the teacher — I can hold him — I can hold him with my bare hands’: Schoolboys, Male Teachers and Physical Violence at a Durban Secondary School in South Africa." In Rethinking School Violence. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137015211_7.
Full text
3
Bhana, Deevia. "Violence and the Gendered Negotiation of Masculinity Among Young Black School Boys in South Africa." In African Masculinities. Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979605_13.
Full text
4
Behle, Maliabeng Historina, and Hlengiwe Sehlapelo. "School violence in South Africa." In Challenges and Issues facing the Education System in South Africa. Africa Institute of South Africa, 2014. http://dx.doi.org/10.2307/j.ctvh8r1tk.12.
Full text
5
"CHAPTER 2. “Old School” Policing versus “the New South Africa”: Violence and Security in South Africa." In Twilight Policing. University of California Press, 2019. http://dx.doi.org/10.1525/9780520962507-007.
Full text
6
"Using Drawings to Explore Sexual Violence with Orphaned Youth in and Around a Township Secondary School in South Africa." In Disrupting Shameful Legacies. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004377714_006.
Full text
7
Bipath, Keshni. "School Safety in Mamelodi." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch002.
Full textAbstract:
This chapter provides an overview of the crisis surrounding school safety in South Africa in general and in Mamelodi East in particular. It outlines a case study of the context and crisis in primary schools there, laying bare the brutal truth of bullying, vandalism, and gangsterism in these schools. Research into senior primary, high, and primary schools led to an empirical investigation which included interviews with school principals. This confirmed a reality that is being ignored: the current education system is in fact creating more opportunities for violence, bullying, and impoverishment. While resources such as the National Safety Programme exist, their translation into real measures and interventions remains questionable. Amongst other interventions, a more relevant Afrocentric curriculum and training for teachers is recommended. All stakeholders in education, community, home, and industry need to be held responsible for this dire situation and to take collective action.
8
Ntshuntshe, Zoleka. "School Teachers as Non-Violent Role Models." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch012.
Full textAbstract:
For a long time in South Africa, schools have relied heavily on corporal punishment as a means to bring law and order in the classroom. This culture of using violence has bred angry and militant children who are not afraid to stand tall and defiant of the teachers meting out this punishment. This chapter will challenge teachers to view the traditional way of using violence to restrain children against viewing new ways in which they can become role models where distressed learners can receive care and support. It will also show the benefits of a caring teacher as it adds to emotional wellbeing and social wellbeing of children which are important in the total outcomes of all children. This chapter will provide teachers with useful knowledge encouraging positive role modelling which fosters positive imitation by children. It is evident that environmental factors and interpersonal relationships will play a big role in achieving this goal; therefore, Bronfenbrenner's ecological systems theory will play a pivotal role in defining the role of the teacher.
9
Reygan, Finn. "Teaching About Sexual and Gender Diversity and Challenging Homophobia/Transphobia in the South African School System." In Sexual Orientation, Gender Identity, and Schooling. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.003.0010.
Full textAbstract:
The South African Constitution was the first in the world to include sexual orientation protections, and the country was an early embracer of same-sex marriage. Nevertheless, the lives of sexual and gender minorities in South Africa, including young people in schools, are often characterized by violence and discrimination. The growing body of research on sexual and gender diversity in education in South Africa indicates that homophobia is widespread in schools and that teachers and school principals are ill-prepared to challenge this homophobia and to teach in an affirming way about sexual and gender diversity. This chapter discusses the development of a training module for South African teachers on how best to challenge homophobia and transphobia and to teach about sexual and gender diversity in schools. Given the focus in South African education policy on social justice and inclusion in the post-apartheid context, this ground-breaking intervention supports transformative education policy.
10
Lorbiecki, Marybeth. "Paths of Violence: 1939– 1945." In A Fierce Green Fire. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199965038.003.0017.
Full textAbstract:
In September 1939, Germany invaded Poland. During the dark months of 1939, 1940, and 1941, Europe exploded with tanks, bombs, and guns. The violent side of Hitler’s new German policies proved worse than Leopold had imagined possible. A letter arrived from Leopold’s host in Germany, Alfred Schottlaender. Schottlaender’s wife had turned him in to the secret police for making antiHitler comments. He had been interned both at Dachau and Buchenwald but had managed to escape to Kenya. He was writing to ask Aldo to help his brother, who was still in Germany. Leopold contacted those he knew, and a place was found in South Africa for Alfred’s brother. “My dear friend Leopold,” responded Alfred, “[You] have given me back the faith of faithfulness, truth, and friendship still existing on earth, which I nearly had lost after having lived to see such terrible disappointments in my own country which I loved so much and served all my life.” Violence seemed to be the common link between the many ways humans acted toward the land and toward each other. Leopold began to refer to conservation as a movement toward “nonviolent land use,” where changes are made gradually and carefully, keeping the land community stable. Then the exploding violence hit the States: the Japanese attacked Pearl Harbor on December 7, 1941. The next day, Carl enlisted in the marines. On the edge of twenty-two, he had just begun graduate studies in wildlife ecology in Missouri. He hurried to marry Keena Rogers before leaving for combat. Luna enlisted in the army and was sent to California as an army engineer. Starker, who had married and was expecting a child, kept working, but dreaded the mail, which could carry a draft notice any day. Many of the Professor’s graduate and undergraduate students quit school to enlist. Vivian Horn resigned to do her part for the war effort. Sometime in 1942, a round robin of letters was begun between the department and those who had left. Each recipient added comments and sent the letter on to someone else.
Conference papers on the topic "School violence – South Africa – Mpumalanga"
1
Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.
Full textAbstract:
Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27