Journal articles: 'School violence – South Africa – Mpumalanga'

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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 (December 15, 2020): 81–104. http://dx.doi.org/10.31920/2634-3665/2020/v9n3a5.

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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.

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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 (April 21, 2014): 47–64. http://dx.doi.org/10.1177/1936724414528181.

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Harber, Clive. "Schooling and violence in South Africa: Creating a safer school." Intercultural Education 12, no. 3 (November 2001): 261–71. http://dx.doi.org/10.1080/14675980120087471.

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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.

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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 (May 2012): 209–18. http://dx.doi.org/10.1080/09718923.2012.11893030.

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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 (March 2012): 309–21. http://dx.doi.org/10.1177/1077801212444578.

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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.

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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 (December 2, 2016): 664–73. http://dx.doi.org/10.1007/s10900-016-0303-6.

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Neille, Joanne, and Claire Penn. "The Interface Between Violence, Disability, and Poverty: Stories From a Developing Country." Journal of Interpersonal Violence 32, no. 18 (July 30, 2015): 2837–61. http://dx.doi.org/10.1177/0886260515596332.

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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.

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Selin, Amanda, Stephanie M. DeLong, Aimée Julien, Catherine MacPhail, Rhian Twine, James P. Hughes, Yaw Agyei, Erica L. Hamilton, Kathleen Kahn, and Audrey Pettifor. "Prevalence and Associations, by Age Group, of IPV Among AGYW in Rural South Africa." SAGE Open 9, no. 1 (January 2019): 215824401983001. http://dx.doi.org/10.1177/2158244019830016.

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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.

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Mabena, Nomsa, Patricia Namayammu Mokgosi, and Selina Serole Ramapela. "FACTORS CONTRIBUTING TO POOR LEARNER PERFORMANCE IN MATHEMATICS: A CASE OF SELECTED SCHOOLS IN MPUMALANGA PROVINCE, SOUTH AFRICA." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 451–66. http://dx.doi.org/10.33225/pec/21.79.451.

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Learners’ mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semi-structured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the school governing body (SGB) to determine factors affecting learner performance in mathematics in the senior phase. The results showed that numerous factors influenced learners’ confidence and performance. The factors found to have an impact on mathematics performance were learner related, such as ill-discipline, language barriers and learner attitudes. Teachers’ factors included lack of pedagogical content knowledge and skill, and lack of appropriate professional training. Finally, the study offers suggestions for further research and recommendations regarding learners, teachers, schools, school management teams, the parents, as well as for the national education ministry. Keywords: poor performance, senior phase, qualitative research, case study design

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Dube, B., and D. Hlalele. "Reconceptualising the interface of religion and school violence towards construction of sustainable learning ecologies in South Africa." Theologia Viatorum 41, no. 1 (June 30, 2017): 1–22. http://dx.doi.org/10.4102/tv.v41i1.17.

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In this paper, we respond to the call by Ndlovu-Gatsheni (2013:10) to unmask, resist and destroy violence in the school context. Unmasking is indispensable, since violence produces a world order that can be unremitting and characterised by deceit, hypocrisy and lies. To achieve this release from a violent order, we advocate for the reconceptualisation of religion, so that school violence can be contested from a hybridised or multi-religious perspective to complement existing narratives to curtail school violence. The paper is grounded in critical emancipation research, of which the prime purpose is to challenge exclusion and social injustice, which often result in school violence. We conclude by arguing that school violence frustrates efforts to construct sustainable learning ecologies, and school violence must be challenged through religion-based discourses oriented to social justice.

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Ferreira, Gerrit. "Response to Prof Thilo Marauhn's Opening Address on ’Land Tenure and Good Governance from the Perspective of International Law." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, no. 3 (June 9, 2017): 24. http://dx.doi.org/10.17159/1727-3781/2011/v14i3a2611.

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In an earlier judgment[1] on the right to education delivered by the South African Constitutional Court (the Constitutional Court), the principal focus was on the restriction of access to education through the implementation of the language policy of the school. Language, however, is only one barrier preventing access to education in South Africa. Learners countrywide are denied the right to basic education because of the levying of school fees and other educational charges.[2] This practice is prevalent in spite of the international obligation imposed on the South African government to provide free primary education. This article examines the exact nature of this obligation by exploring the concept of "free" basic education. * Lorette Arendse, Lecturer, Department of Legal History, Coparative Law and Legal Philosophy University of Pretoria. E-mail: Lorette.arendse@up.ac.za[1] Head of Department: Mpumalanga Department of Education v Hoërskool Ermelo 2010 2 SA 415 (CC).[2] Centre for Applied Legal Studies and Social Surveys Africa National Survey.

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Speizer, Ilene S., Khou Xiong, Mahua Mandal, Ndinda Makina-Zimalirana, Aiko Hattori, and Darryn Durno. "HIV-Related Knowledge, Attitudes, and Behaviors among Grade 10 Girls and Boys in Mpumalanga and KwaZulu-Natal: Cross-Sectional Results." Open AIDS Journal 14, no. 1 (September 18, 2020): 75–83. http://dx.doi.org/10.2174/1874613602014010075.

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Background: Young people in KwaZulu-Natal and Mpumalanga South Africa are at high risk of HIV and other sexually transmitted infections. Therefore, awareness programs are needed to reach these young people and change their knowledge, attitudes, and behaviors. Objective: The objective of this study is to use cross-sectional data from grade 10 female and male learners in randomly assigned intervention and control schools to examine their knowledge, attitudes, and sexual behaviors. Methods: Participants, who were in grade 10 in the 2018 school year and attending schools, were randomly assigned to the intervention and control arms for implementation of the Department of Basic Education’s adapted life orientation curriculum that included scripted lesson plans. The study took place in two high HIV prevalence provinces in South Africa. Participants completed self-administered tablet-based surveys and female participants provided a dried blood spot for HIV testing. Results: Results demonstrate that two-fifths to one-half of male learners reported being sexually experienced and a quarter (KwaZulu-Natal) to a third (Mpumalanga) of the female learners reported the same. A greater percentage of learners in Mpumalanga reported consistent condom use than learners in KwaZulu-Natal. HIV prevalence among female grade 10 learners in both provinces was about 6-7%. No notable differences were observed between intervention and control school learners on the knowledge, attitudes, and behavior outcomes. Conclusion: The findings demonstrate the importance of developing HIV prevention programs for young people in high HIV prevalence provinces since these young people remain at high risk for HIV and other negative outcomes. Trial Registration: This study has been registered at ClinicalTrials.gov. The trial registration number is: NCT04205721. The trial was retrospectively registered on December 18, 2019.

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Madu, S. N. "Prevalence of Child Psychological, Physical, Emotional, and Ritualistic Abuse among High School Students in Mpumalanga Province, South Africa." Psychological Reports 89, no. 2 (October 2001): 431–44. http://dx.doi.org/10.2466/pr0.2001.89.2.431.

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Based on self-reports the prevalence during childhood of psychological, physical, emotional, and ritualistic abuse among 559 high school students in Standards 7, 8, 9, and 10 of three high schools in the Mpumalanga Province of South Africa was examined. The questionnaire asked for the demographic information and experiences of psychological, physical, and emotional abuse by their parents or adult caretakers as well as ritualistic abusive experiences before they were 17 years of age plus an estimate of self-perceived abuse during childhood and an overall rating of their own childhood. Analysis showed the self-reported prevalence rates to be as follows: 70.7% psychologically abused (but 14.4% for extreme cases), 27.0% physically abused, 35.3% emotionally abused, and 10.0% ritualistically abused. 13.4% of those who reported themselves as psychologically abused, 20.7% of the physically abused, 19.3% of the emotionally abused, and 35.8% of the ritualistically abused perceive themselves as not abused in any form during childhood. Yet, of the psychologically abused 23.4%, of the physically abused 18.2%, of the emotionally abused 22.0%, and of the ritualistically abused 28.3% rated their childhood as ‘very unhappy’. It appears these various forms of abuse are experienced by the participants as widespread, suggesting that a much more serious problem may exist than has been recognised. More research into those forms of child abuse in this Province and elsewhere is needed for a clear appreciation of the problems and the effects of such abuse in children's behavior.

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MADU, S. N. "PREVALENCE OF CHILD PSYCHOLOGICAL, PHYSICAL, EMOTIONAL, AND RITUALISTIC ABUSE AMONG HIGH SCHOOL STUDENTS IN MPUMALANGA PROVINCE, SOUTH AFRICA." Psychological Reports 89, no. 6 (2001): 431. http://dx.doi.org/10.2466/pr0.89.6.431-444.

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Mathaba, Richard Siphamandla Ryan, and Nirmala Dorasamy. "Education within public management in South Africa: A focus on external Whole-School Evaluation process’ contribution in Mpumalanga province." Risk Governance and Control: Financial Markets and Institutions 5, no. 3 (2015): 145–56. http://dx.doi.org/10.22495/rgcv5i3c1art6.

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The study focused on the role played by public sector management in South Africa towards the country’s total development and improvement. This article also analyses how through the Whole School Evaluation (WSE) process, the education system in South Africa seeks to ensure that the schooling is effective. This paper examines public management, public administration as well as new public management (NPM). The aim is to illustrate a view of how education fits in the broader public management and how the WSE process assists schooling in South Africa and Mpumalanga in particular. This is to ensure that the schooling is effective and contribute towards service delivery and the country’s overall development and improvement. Furthermore, WSE as a process, is viewed through five of NPM undisputable and debatable characteristics of accountability for performance; performance measurement; performance auditing; policy analysis and evaluation; and strategic planning and management. Public management functions and public management principles are discussed from a point of how the WSE process strives to ensure that it complies with these function and principles, and how this compliance benefit school improvement. This paper came to a number of conclusions regarding education within public management from a WSE perspective. Firstly, education through the external WSE process conforms to this principle of New Public Management in that evaluation is aimed at improving the quality of education. Also, the external WSE, as a process, and education in general, through the NPM principles can be performed within public management. Furthermore, external WSE conforms to public management principles as well as Batho Pele principles.

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Wubs, Annegreet Gera, Leif Edvard Aarø, Catherine Mathews, Hans E. Onya, and Jessie Mbwambo. "Associations Between Attitudes Toward Violence and Intimate Partner Violence in South Africa and Tanzania." Violence and Victims 28, no. 2 (2013): 324–40. http://dx.doi.org/10.1891/0886-6708.11-063.

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Attitude change approaches are common in the prevention of intimate partner violence (IPV) among adolescents. This study examined associations between perpetration or victimization and attitudes toward IPV with data from a longitudinal randomized controlled trial (RCT) of an HIV prevention intervention among school students in three sites in South Africa and Tanzania. Data analyses were confined to students from the control group only, and to those with experience with romantic relationships. Boys and those more involved with violence reported more violence-supportive attitudes. For Cape Town (and to some extent Mankweng), the results of prospective prediction are consistent with the notion of a bidirectional attitudes–behavior interrelationship. For Dar es Salaam attitudes predicted behavior prospectively; however, prediction in the opposite direction was not confirmed. These results indicate that attitude change strategies may be useful complementary to structural approaches also in global South settings, although their effectiveness may vary.

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Herrero Romero, Rocio, James Hall, and Lucie Cluver. "Exposure to violence, teacher support, and school delay amongst adolescents in South Africa." British Journal of Educational Psychology 89, no. 1 (January 16, 2018): 1–21. http://dx.doi.org/10.1111/bjep.12212.

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Ntuli, Busisiwe, Mathildah Mokgatle, and Sphiwe Madiba. "The psychosocial wellbeing of orphans: The case of early school leavers in socially depressed environment in Mpumalanga Province, South Africa." PLOS ONE 15, no. 2 (February 26, 2020): e0229487. http://dx.doi.org/10.1371/journal.pone.0229487.

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de Bruyn, Nicolette, and Raj Mestry. "Voices of resilience: Female school principals, leadership skills, and decision-making techniques." South African Journal of Education, no. 40(3) (August 31, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1757.

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In this article we report on a qualitative study which explored the life narratives and career trajectories of female school principals, to determine resilience factors in the principalship position. The female principals’ voices and lived experiences were principle focus areas, not barriers or challenges they faced. In-depth insights were provided by narrative analysis as research methodology. Fifteen in-service female principals were selected from one school circuit in the Mpumalanga province of South Africa. An interdisciplinary theoretical framework was used to guide the interpretation of the participants’ perspectives, using change theory, the ethics of care, and resilience psychology. Findings of the study reveal, among others, that female principals had to be prepared theoretically, practically, and psychologically for the principalship, and that mentoring and learning leadership skills were profoundly valued. These key factors lead to both career and life resilience, and can be imparted to prospective principals.

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Mampane, Ruth, Liesel Ebersöhn, Avivit Cherrington, and Melanie Moen. "Adolescents’ Views on the Power of Violence in a Rural School in South Africa." Journal of Asian and African Studies 49, no. 6 (November 17, 2013): 733–45. http://dx.doi.org/10.1177/0021909613510134.

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Herrero Romero, Rocio, James Hall, Lucie Cluver, and Franziska Meinck. "Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa?" Child Abuse & Neglect 78 (April 2018): 31–45. http://dx.doi.org/10.1016/j.chiabu.2017.09.025.

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Triegaardt, Dr Paul, and Jean-Pierre Hugo. "THE SUPPORTIVE ROLE OF SCHOOL MANAGEMENT ON THE WORK SATISFACTION OF MALE TEACHERS IN A SOUTH AFRICAN SCHOOL DISTRICT." JOURNAL OF SOCIAL SCIENCE RESEARCH 15 (April 19, 2020): 136–53. http://dx.doi.org/10.24297/jssr.v15i.8604.

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The paper focused on a specific research group (male teachers); firstly because of the shortage of male teachers in South African schools, and secondly, because male teachers are more dissatisfied in their overall work environment than female teachers. This study aimed to investigate, from an educational management perspective, the factors that influence job satisfaction amongst male teachers in schools in a sampled school district in Mpumalanga province. Throughout the study, it became apparent that male teachers are more likely to leave the South African education system than their female counterparts. A quantitative research approach was used to investigate factors affecting job satisfaction amongst male teachers distributing Likert-scale questionnaires amongst male teachers in selected schools in the district. The results of the study provide an outline of the crises that teachers in South Africa schools are facing, while the statistics and information portrayed in this study help to paint a picture of their work environment. A shortage of teachers, increasing learner enrolment and work overload are enough to create a highly stressful profession. Aspects identified as factors that affect job satisfaction amongst male teachers are the professional development of teachers, capacity building of teachers through collaboration and teamwork, effective support systems to teachers by management, workload of teachers, effective leadership of the principal, effective management of learner behaviour, positive work experiences by teachers, emotional distress of teachers and positive feelings towards teaching as a profession.

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Abrahams, Naeemah, Rachel Jewkes, Ria Laubscher, and Margaret Hoffman. "Intimate Partner Violence: Prevalence and Risk Factors for Men in Cape Town, South Africa." Violence and Victims 21, no. 2 (April 2006): 247–64. http://dx.doi.org/10.1891/vivi.21.2.247.

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This study examined the prevalence of and risk factors for intimate partner physical violence against women. Interviews were conducted with a sample of 1,378 men working in Cape Town municipalities. An average of 42.3% (95% CI: 39.6, 44.8) reported physical violence against a partner of the last 10 years, and 8.8% (95% CI: 7.3, 10.3) reported physical violence in the past year. After adjustment for age, occupational group, and race, the factors associated with use of violence against partners of the last 10 years were having no post-school training (OR = 2.10), witnessing parental violence in childhood (OR = 1.87), involvement in fights at work (OR = 2.73) and in communities (OR = 1.54), drug use (OR = 1.99), problem alcohol use (OR = 1.98), perceiving hitting women to be acceptable (OR = 4.54), frequent conflict (OR = 2.40), women’s alcohol use (OR = 2.25), conflict about sex (OR = 2.16), and conflict about his infidelity (OR = 2.81). The study shows that ideas supportive of gender inequality and normative use of violence in different settings are major underlying factors for men’s violence against partners.

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Leddy, Anna M., Sheri A. Lippman, Torsten B. Neilands, Rhian Twine, Jennifer Ahern, Francesc Xavier Gómez-Olivé, Stephanie M. DeLong, Catherine MacPhail, Kathleen Kahn, and Audrey E. Pettifor. "Community collective efficacy is associated with reduced physical intimate partner violence (IPV) incidence in the rural province of Mpumalanga, South Africa: findings from HPTN 068." Journal of Epidemiology and Community Health 73, no. 2 (November 19, 2018): 176–81. http://dx.doi.org/10.1136/jech-2018-211357.

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BackgroundIntimate partner violence (IPV) is a human rights violation and is associated with a variety of adverse physical and mental health outcomes. Collective efficacy, defined as mutual trust among community members and willingness to intervene on the behalf of the common good, has been associated with reduced neighbourhood violence. Limited research has explored whether community collective efficacy is associated with reduced incidence of IPV. This is of particular interest among adolescent girls and young women (AGYW) in sub-Saharan Africa, where the burden of HIV is greatest and IPV is common.MethodsWe collected longitudinal data among 2533 AGYW (ages 13–20) enrolled in the HPTN 068 cohort in Mpumalanga province, South Africa between 2011 and 2016. We included participants from 26 villages where community surveys were collected during the HPTN 068 study. Collective efficacy was measured at the village level via two population-based cross-sectional surveys in 2012 and 2014. Multivariable Poisson generalised estimating equation regression models estimated the relative risk ratio (RR) between village collective efficacy scores and subsequent physical IPV 12 month incidence, adjusting for village-level clustering and covariates.ResultsThirty-eight per cent of the cohort (n=950) reported at least one episode of recent physical IPV during follow-up. For every SD higher level of collective efficacy, there was a 6% lower level of physical IPV incidence (adjusted RR: 0.94; 95% CI 0.89 to 0.98) among AGYW after adjusting for covariates.ConclusionsCommunity-level interventions that foster the development of collective efficacy may reduce IPV among AGYW.

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Netshitangani, Tshilidzi. "Law and Order Setback: Usage of Police to Eliminate School-based Violence in South Africa." Journal of Social Sciences 50, no. 1-3 (July 13, 2017): 27–35. http://dx.doi.org/10.1080/09718923.2017.1311736.

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Wubs, Annegreet G., Leif E. Aarø, Alan J. Flisher, Sheri Bastien, Hans E. Onya, Sylvia Kaaya, and Catherine Mathews. "Dating violence among school students in Tanzania and South Africa: Prevalence and socio-demographic variations." Scandinavian Journal of Public Health 37, no. 2_suppl (June 2009): 75–86. http://dx.doi.org/10.1177/1403494808091343.

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Landman, Christina. "The Future of Our Histories: Young Rural Voices from Dullstroom-Emnotweni." Oral History Journal of South Africa 4, no. 2 (April 5, 2018): 47–56. http://dx.doi.org/10.25159/2309-5792/2350.

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This article reports on three sets of interviews conducted with children and young people living in Dullstroom-Emnotweni on the Mpumalanga Highveld in eastern South Africa. Firstly, 50 learners between the ages of 10 and 14 were interviewed on their dreams for the future. Later that year, in 2011, a total of 60 young people who were still unemployed ten or more years after having finished school were interviewed on what was left of their dreams. Five years later, in 2016, a third group of young people between the ages of 18 and 24 were interviewed in order to establish whether the situation of marginalised young people in rural South Africa had changed. The primary school learners expressed their career hopes in terms of the needs of their marginalised society, that is, to become nurses, teachers and social workers. The first group of young people interviewed in 2011 blamed their shattered dreams on the unavailability of tertiary education and the reality of HIV infection. The second group, interviewed in 2016, quite similarly, expressed their concerns as a lack of job and educational opportunities, a lack of agency and choice, a lack of respect from society and decision makers, and an inability to escape from drugs and unhealthy sex.

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Mouton, Nelda, G. P. Louw, and G. Strydom. "Critical Challenges Of The South African School System." International Business & Economics Research Journal (IBER) 12, no. 1 (December 22, 2012): 31. http://dx.doi.org/10.19030/iber.v12i1.7510.

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The emphasis in the new curriculum after 1996 in South Africa was placed on the transition from the traditional aims and objectives approach to Outcomes-based education (OBE) and Curriculum 2005. This paradigm shift was interpreted as a prerequisite for achievement of the vision of an internationally competitive country. When analysing the school system in South Africa it became clear that the education system was flawed, with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability. These factors further spilled over into the morale of learners and could be seen in the lack of discipline, brutal violence in schools, low moral values, truancy, absenteeism, late coming and high dropout rates from Grade 1 to Grade 12 and very poor performance in essential areas such as Mathematics and Literacy. Citizens in historically disadvantaged areas tend to become victims of poverty, gangs and drug abuse. These factors further blend with the evil of politics in South African schools which are furthermore plagued by various forms of corruption and socio-economic challenges. Eighteen years after the end of the apartheid dispensation, apartheid is still blamed by many for any real or imagined ills in society, but the reality is that there is no political will to enforce the law or to meet public expectations of accountability, efficiency and delivery. In the light hereof, recommendations are proposed that will address these challenges. The critical message of this article will convey that the fact of the matter is that learner enrolment is not the same as attendance and attendance does not imply learning. Therefore, teaching in South Africa must become a profession of preference and pride as opposed to the present very lackadaisical attitude.

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Khuzwayo, N., M. Taylor, and C. Connolly. "Prevalence and correlates of violence among South African high school learners in uMgungundlovu District municipality, KwaZulu-Natal, South Africa." South African Medical Journal 106, no. 12 (December 1, 2016): 1216. http://dx.doi.org/10.7196/samj.2016.v106.i12.10969.

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Khuzwayo, N., M. Taylor, and C. Connolly. "Prevalence and correlates of violence among South African high school learners in uMgungundlovu District municipality, KwaZulu-Natal, South Africa." South African Medical Journal 106, no. 12 (December 1, 2016): 1216. http://dx.doi.org/10.7196/samj.2017.v106i12.10969.

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Brown, Byron A. "Posttraumatic Stress Disorder Experienced by Survivors of School Violence in South Africa: Sex and Age Differences." Journal of Psychology in Africa 19, no. 1 (January 2009): 45–52. http://dx.doi.org/10.1080/14330237.2009.10820257.

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Shields, Nancy, Kathy Nadasen, and Lois Pierce. "Posttraumatic Stress Symptoms as a Mediating Factor on the Effects of Exposure to Community Violence Among Children in Cape Town, South Africa." Violence and Victims 24, no. 6 (November 2009): 786–99. http://dx.doi.org/10.1891/0886-6708.24.6.786.

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Research conducted over the past 20 years has linked exposure to violence to posttraumatic stress disorder (PTSD) in children both in the United States and South Africa, but very little research has investigated PTSD as a mediating variable between exposure to violence and other problems. The purpose of the current research was to determine if PTSD acts as a mediating variable between exposure to violence and depression, and exposure to violence and aggressive and violent behavior at school among a sample of 247 South African children. Regression analysis suggested that PTSD mediated the effects of exposure to violence on depression, whereas the effect of exposure to violence on aggression and violent behavior was only direct. The findings are discussed in terms of their implications for intervention and treatment.

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Madu, S. N., S. E. Idemudia, and A. S. Jegede. "Perceived Parental Disorders as Risk Factors for Child Sexual, Physical and Emotional abuse among High School Students in the Mpumalanga Province, South Africa." Journal of Social Sciences 6, no. 2 (April 2002): 103–12. http://dx.doi.org/10.1080/09718923.2002.11892337.

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Mbajiorgu, C. A., J. W. Oguttu, M. S. Maake, P. J. H. Heeralal, M. G. Ngoepe, M. M. Masafu, and L. M. Kaino. "Factors that Impact on the Teaching and Learning of Agriculture Science in FET Schools in Mpumalanga, South Africa: A Case of Mandlethu FET School." Journal of Human Ecology 45, no. 2 (February 2014): 137–45. http://dx.doi.org/10.1080/09709274.2014.11906687.

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Fennie, Thelma, Mokgadi Moletsane, and Anita Padmanabhanunni. "Adolescents' experiences of menarche and menstruation in disadvantaged schools in South Africa: a qualitative exploration." Health Education 121, no. 4 (May 4, 2021): 408–19. http://dx.doi.org/10.1108/he-12-2020-0122.

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PurposeThis study explores how menstruation is perceived, experienced and navigated by school-going adolescent girls living in low-to-middle income settings in South Africa. Existing research from developing countries suggest that the onset of menstruation has implications for school attendance and academic performance. There is evidence that menstrual cycle–related symptoms (primarily physical) lead to difficulties in, or interference with, and disengagement from school, social relations, and physical activities (van Iersel et al., 2016; Steiner et al., 2011; Kiesner and Pastore, 2010; Taras, 2005). The onset of menstruation can be shame-inducing and has been associated with anxiety and confusion. Few studies have been conducted on menstruation in countries with a history of sectarian violence and characterised by substantial socio-economic disparities and high levels of gender-based violence. Understanding the experiences of girls in these contexts is important in generating contextually-grounded knowledge and appropriate interventions.Design/methodology/approachA qualitative, exploratory, descriptive and contextual research design was used to collect data from 48 adolescent girls aged 13–16 year-old. A total of six focus group discussions (FGDs) were conducted using a semi-structured questionnaire among a purposive sampling method. Data collected were transcribed verbatim and thematically analysed. Written parental consent was obtained for participants under 18 years old.FindingsThe findings illustrated complex psychological experiences in response to menarche and menstruation. Experiences of shame in relation to menstruation were aggravated by unsupportive responses from school teachers. Challenges such as scarcity of sanitary products were experienced as creating a barrier for girls' school attendance.Research limitations/implicationsExisting research from developing countries suggests that the onset of menstruation has implications for school attendance and academic performance. The research data includes the views of adolescent learners and their negative reactions and positive experiences towards menstruation within the school environment.Practical implicationsGiven the comparative paucity of research emerging from developing countries in sub-Saharan Africa, this paper addresses an important gap in the literature by providing contextually-nuanced information about the menstrual experiences of adolescent girls. The study can further provide information for efforts made by the Department of Education and Department of Health regarding the impact of menstruation on adolescent girls' school attendance.Social implicationsThis study provides important insights regarding the experiences of South African school girls in relation to menstruation. Although dominant feelings of shame, confusion and disgust may surround menstruation, the study also highlighted potential positive experiences associated with menstruation. Teachers and school administrators need to be oriented towards the needs of adolescent girls if issues regarding poor school attendance are to be addressed.Originality/valueTo reduce absenteeism in schools and ensure learners are provided with improved allocation of sanitary products in schools, there is a need for the advocacy regarding sexuality education and resources to promote the psychological health of adolescent girls.

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Amponsah, Kwaku Darko, Godwin Kwame Aboagye, Elliot Kossi Kumassah, and Alfred Mensah. "Physical Science Students’ Perceptions of Their Chemistry Classroom Environment and the Students’ Resultant Attitudes towards Chemistry." Journal of Studies in Education 8, no. 3 (June 26, 2018): 17. http://dx.doi.org/10.5296/jse.v8i3.13289.

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This paper investigates physical sciences students’ perceptions of classroom environment and their attitude towards chemistry in South African High Schools’ in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The present paper reports on the research findings on associations between the type of school attended by students and their perception of their chemistry classroom environment and their attitude towards chemistry, as measured with a standardised test. A sample of 210 12th grade physical sciences students from the ten public schools in the circuit was conveniently selected to complete a survey on Chemistry Classroom Environment Questionnaire (CCEQ) and Attitude Towards Chemistry Questionnaire (ATCQ). One-way multivariate analysis of variance (MANOVA) and a follow-up between-group analysis of variance (ANOVA) was conducted and showed that students in high achieving schools (HAS) had a high perception of their CCEQ inventory, which was influenced by all the five sub-scales. Mean scores and independent samples t-tests showed that students in both school types had a positive attitude towards chemistry. Spearman’s Correlation revealed that there was no relationship between physical sciences students’ perception of their classroom environment and their attitude towards chemistry in both types of schools. The study discusses these findings and compares them to prior learning environment studies.

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Mahlangu, Pinky, Esnat Chirwa, Mercilene Machisa, Yandisa Sikweyiya, Nwabisa Shai, and Rachel Jewkes. "Prevalence and factors associated with experience of corporal punishment in public schools in South Africa." PLOS ONE 16, no. 8 (August 12, 2021): e0254503. http://dx.doi.org/10.1371/journal.pone.0254503.

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Background Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school. Method 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners’ experience of CP at school. Results About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner’s mental health, directly associated with misbehavior. Conclusion CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.

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Taylor, M., C. Jinabhai, S. Dlamini, R. Sathiparsad, A. Meyer-Weitz, M. Eggers, and H. de Vries. "P2-482 Evaluating a school based RCT to reduce gender-based violence among high school students in KwaZulu-Natal, South Africa (SA)." Journal of Epidemiology & Community Health 65, Suppl 1 (August 1, 2011): A354. http://dx.doi.org/10.1136/jech.2011.142976m.9.

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Magidi, Mufaro, Rinie Schenk, and Charlene Erasmus. "HIGH SCHOOL LEARNERS’ EXPERIENCES OF GANGSTERISM IN HANOVER PARK." Southern African Journal of Social Work and Social Development 28, no. 1 (July 22, 2016): 69–84. http://dx.doi.org/10.25159/2415-5829/1351.

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The culture of gang violence has become deeply entrenched in South Africa. The present study explored the experiences of non-gang school-going adolescents regarding gangs and gangsterism in Hanover Park in the Western Cape. A qualitative exploratory approach was used. Data collection instruments were focus group discussions supported by qualitative semi-structured interviews involving 18 adolescents between the ages of 16 and 18 from two secondary schools in Hanover Park, Cape Town. The data were thematically analysed. The results have shown that the presence of gangs affects the learners’ school attendance, restricts their mobility, increases bullying at school and seriously disrupts family and community life.

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Stansfeld, Stephen A., Catherine Rothon, Jayati Das-Munshi, Cathy Mathews, Arlene Adams, Charlotte Clark, and Crick Lund. "Exposure to violence and mental health of adolescents: South African Health and Well-being Study." BJPsych Open 3, no. 5 (September 2017): 257–64. http://dx.doi.org/10.1192/bjpo.bp.117.004861.

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BackgroundMaterial and social environmental stressors affect mental health in adolescence. Protective factors such as social support from family and friends may help to buffer the effects of adversity.AimsThe association of violence exposure and emotional disorders was examined in Cape Town adolescents.MethodA total of 1034 Grade 8 high school students participated from seven government co-educational schools in Cape Town, South Africa. Exposure to violence in the past 12 months and post-traumatic stress disorder (PTSD) symptoms were measured by the Harvard Trauma Questionnaire, depressive and anxiety symptoms by the Short Moods and Feelings Questionnaire and the Self-Rating Anxiety Scale.ResultsExposure to violence was associated with high scores on depressive (odds ratio (OR)=6.23, 95% CI 4.2–9.2), anxiety (OR=5.40, 95% CI 2.4–12.4) and PTSD symptoms (OR=8.93, 95% CI 2.9–27.2) and increased risk of self-harm (OR=5.72, 95% CI 1.2–25.9) adjusting for gender and social support.ConclusionsWe found that high exposure to violence was associated with high levels of emotional disorders in adolescents that was not buffered by social support. There is an urgent need for interventions to reduce exposure to violence in young people in this setting.

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Ngidi, Ndumiso Daluxolo, and Relebohile Moletsane. "Using photovoice to engage orphans to explore sexual violence in and around a township secondary school in South Africa." Sex Education 19, no. 4 (September 22, 2018): 501–17. http://dx.doi.org/10.1080/14681811.2018.1514595.

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Goin, Dana E., Rebecca M. Pearson, Michelle G. Craske, Alan Stein, Audrey Pettifor, Sheri A. Lippman, Kathleen Kahn, et al. "Depression and Incident HIV in Adolescent Girls and Young Women in HIV Prevention Trials Network 068: Targets for Prevention and Mediating Factors." American Journal of Epidemiology 189, no. 5 (October 29, 2019): 422–32. http://dx.doi.org/10.1093/aje/kwz238.

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Abstract The human immunodeficiency virus (HIV) epidemic among adolescent girls and young women (AGYW) in sub-Saharan Africa is a critical public health problem. We assessed whether depressive symptoms in AGYW were longitudinally associated with incident HIV, and identified potential social and behavioral mediators. Data came from a randomized trial of a cash transfer conditional on school attendance among AGYW (ages 13–21 years) in rural Mpumalanga Province, South Africa, during 2011–2017. We estimated the relationship between depressive symptoms and cumulative HIV incidence using a linear probability model, and we assessed mediation using inverse odds ratio weighting. Inference was calculated using the nonparametric bootstrap. AGYW with depressive symptoms had higher cumulative incidence of HIV compared with those without (risk difference = 3.5, 95% confidence interval (CI): 0.1, 7.0). The strongest individual mediators of this association were parental monitoring and involvement (indirect effect = 1.6, 95% CI: 0.0, 3.3) and reporting a partner would hit her if she asked him to wear a condom (indirect effect = 1.5, 95% CI: –0.3, 3.3). All mediators jointly explained two-thirds (indirect effect = 2.4, 95% CI: 0.2, 4.5) of the association between depressive symptoms and HIV incidence. Interventions addressing mental health might reduce risk of acquiring HIV among AGYW.

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Msezane, Sikhulile B., and Awelani V. Mudau. "Reconnoitering the Stimulus of Environmental Education in Reducing Improper Solid Waste Disposal: A Case of St Marcia School in the Mkhondo Village in Mpumalanga in South Africa." Journal of Human Ecology 48, no. 3 (December 2014): 367–74. http://dx.doi.org/10.1080/09709274.2014.11906806.

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Cluver, Lucie D., William E. Rudgard, Elona Toska, Siyanai Zhou, Laurence Campeau, Yulia Shenderovich, Mark Orkin, et al. "Violence prevention accelerators for children and adolescents in South Africa: A path analysis using two pooled cohorts." PLOS Medicine 17, no. 11 (November 9, 2020): e1003383. http://dx.doi.org/10.1371/journal.pmed.1003383.

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Background The INSPIRE framework was developed by 10 global agencies as the first global package for preventing and responding to violence against children. The framework includes seven complementary strategies. Delivering all seven strategies is a challenge in resource-limited contexts. Consequently, governments are requesting additional evidence to inform which ‘accelerator’ provisions can simultaneously reduce multiple types of violence against children. Methods and findings We pooled data from two prospective South African adolescent cohorts including Young Carers (2010–2012) and Mzantsi Wakho (2014–2017). The combined sample size was 5,034 adolescents. Each cohort measured six self-reported violence outcomes (sexual abuse, transactional sexual exploitation, physical abuse, emotional abuse, community violence victimisation, and youth lawbreaking) and seven self-reported INSPIRE-aligned protective factors (positive parenting, parental monitoring and supervision, food security at home, basic economic security at home, free schooling, free school meals, and abuse response services). Associations between hypothesised protective factors and violence outcomes were estimated jointly in a sex-stratified multivariate path model, controlling for baseline outcomes and socio-demographics and correcting for multiple-hypothesis testing using the Benjamini-Hochberg procedure. We calculated adjusted probability estimates conditional on the presence of no, one, or all protective factors significantly associated with reduced odds of at least three forms of violence in the path model. Adjusted risk differences (ARDs) and adjusted risk ratios (ARRs) with 95% confidence intervals (CIs) were also calculated. The sample mean age was 13.54 years, and 56.62% were female. There was 4% loss to follow-up. Positive parenting, parental monitoring and supervision, and food security at home were each associated with lower odds of three or more violence outcomes (p < 0.05). For girls, the adjusted probability of violence outcomes was estimated to be lower if all three of these factors were present, as compared to none of them: sexual abuse, 5.38% and 1.64% (ARD: −3.74% points, 95% CI −5.31 to −2.16, p < 0.001); transactional sexual exploitation, 10.07% and 4.84% (ARD: −5.23% points, 95% CI −7.26 to −3.20, p < 0.001); physical abuse, 38.58% and 23.85% (ARD: −14.72% points, 95% CI −19.11 to −10.33, p < 0.001); emotional abuse, 25.39% and 12.98% (ARD: −12.41% points, 95% CI −16.00 to −8.83, p < 0.001); community violence victimisation, 36.25% and 28.37% (ARD: −7.87% points, 95% CI −11.98 to −3.76, p < 0.001); and youth lawbreaking, 18.90% and 11.61% (ARD: −7.30% points, 95% CI −10.50 to −4.09, p < 0.001). For boys, the adjusted probability of violence outcomes was also estimated to be lower if all three factors were present, as compared to none of them: sexual abuse, 2.39% to 1.80% (ARD: −0.59% points, 95% CI −2.24 to 1.05, p = 0.482); transactional sexual exploitation, 6.97% to 4.55% (ARD: −2.42% points, 95% CI −4.77 to −0.08, p = 0.043); physical abuse from 37.19% to 25.44% (ARD: −11.74% points, 95% CI −16.91 to −6.58, p < 0.001); emotional abuse from 23.72% to 10.72% (ARD: −13.00% points, 95% CI −17.04 to −8.95, p < 0.001); community violence victimisation from 41.28% to 35.41% (ARD: −5.87% points, 95% CI −10.98 to −0.75, p = 0.025); and youth lawbreaking from 22.44% to 14.98% (ARD −7.46% points, 95% CI −11.57 to −3.35, p < 0.001). Key limitations were risk of residual confounding and not having information on protective factors related to all seven INSPIRE strategies. Conclusion In this cohort study, we found that positive and supervisory caregiving and food security at home are associated with reduced risk of multiple forms of violence against children. The presence of all three of these factors may be linked to greater risk reduction as compared to the presence of one or none of these factors. Policies promoting action on positive and supervisory caregiving and food security at home are likely to support further efficiencies in the delivery of INSPIRE.

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Modjadji, Perpetua, and Kebogile Mokwena. "Postnatal Depression Screening among Postpartum Women Attending Postnatal Care at Selected Community Health Centres Situated in the Nkangala District of South Africa." Open Public Health Journal 13, no. 1 (December 23, 2020): 696–704. http://dx.doi.org/10.2174/1874944502013010696.

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Background: The postnatal period represents a time of risk for the emergence of Postnatal Depression (PND), a common maternal mental health problem affecting the well-being of the mother, the newborn and the entire family. Previously, it was postulated that African women were not affected by PND, due to traditional rituals and other cultural factors. However, the assumption has been refuted because of the existence of empirical evidence of PND in Africa and beyond, particularly among women living in socio-economic disadvantaged regions. Despite the growing magnitude of PND reported in South Africa, the country continues to focus more on reducing maternal and infant mortality and promoting infant physical health with limited efforts made to address PND among postpartum women. Objective: To screen for PND and determine the associated risk factors among postpartum women in selected community health centres situated in the Nkangala District, South Africa. Methods: The study was cross-sectional in design and applied a quantitative approach. Random sampling was used to select the three community health centres in the Nkangala District. A sample of 228 women who had delivered a live infant within 12 weeks of the time of data collection was selected using purposive sampling from the three community health centres. Trained research assistants administered a questionnaire to obtain information on demography and obstetric history, while the Edinburgh Postnatal Depression Scale (EDPS) was used to screen for postnatal depression. An EDPS score of 13+ confirmed the probability of PND. Data was analysed using STATA 14. Results: The mean age of women was 28±7 years. The majority of women were single (61%), living in large households (77%), and living in households with a monthly income of less than $291.10 (63%). Most women had normal (i.e., vaginal) delivery (83%) and reported unplanned pregnancies (65%). The probability of developing PND among women was 22%. The odds of developing PND were 3.17 times more likely in women with babies aged six weeks and above (AOR=3.17, CI; 1.39 - 7.23) and 4.50 times more likely in women living in households with an income of less than $115.55 (AOR=4.50, CI; 1.03 - 19.74). Partner/husband violence increased the odds of developing PND (AOR = 6.89, CI; 1.49 - 31.93), as well as a stressful life event (AOR= 3.73, CI: 1.52 - 9.17). Having partner/husband support (AOR=0.10, CI: 0.03 - 0.37) and receiving social support (AOR=0.28, CI: 0.09 - 0.93) reduced the risk of developing PND. A chi-square test showed significant associations between the EDPS scores and partner/husband support, partner/husband having another sexual partner, receiving social support, having a person who offers social support, partner/husband violence, and stressful life events. Conclusion: The probability of PND was high among postpartum women in the Nkangala District of the Mpumalanga Province, South Africa. The key determinants for the probability of PND were the age of a baby, household income, partner/husband violence, partner/husband support and receiving social support. Routine screening to identify women who are at risk of PND should be integrated into postnatal care settings for immediate intervention to protect the mother and her baby from different forms of morbidity.

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J. Hadji, Mutambuli. "Evaluating government's communication strategy of the 16 Days of Activism campaign for No Violence Against Women and Children in South Africa." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (December 1, 2020): 219–41. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a10.

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This article aims to evaluate government's communication strategy and citizens' awareness of the 16 Days of Activism for No Violence against Women and Children campaign in Soshanguve, South Africa. The study applied the diffusion of innovation theory because of its ability to assess how communities receive communication about the campaign from various media. Survey method was used to collect data, which was analysed using descriptive statistics. It was found out that mass media and other communication channels were main sources of campaign messages, which help the community to know how to address gender-based violence issues. Notably, this study found that females were more likely to know about the campaign than males. This article recommends that this campaign should be visible throughout the year and there should be more campaigns targeting men, and school curriculum, which educate pupils about the social and economic consequences of GBV.

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Kutywayo, A., C. S. Yah, N. P. Naidoo, M. Malotana, S. Dyani, and S. Mullick. "Implementing the Good Participatory Practice Guidelines in the Girls Achieve Power Trial in South Africa." SAGE Open 8, no. 4 (October 2018): 215824401880914. http://dx.doi.org/10.1177/2158244018809149.

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The Good Participatory Practice (GPP) guidelines provide a framework for stakeholder engagement within clinical trials, to ensure a study’s acceptability, feasibility, and improving the overall research quality; however, they have rarely been applied beyond this setting, and no literature exists on its application in adolescent research. A review of the 2011 GPP guidelines was undertaken to identify which 16 GPP topic areas could be applied and adapted for implementing an ecological asset building intervention, that is, the Girls Achieve Power (GAP Year) cluster randomized controlled trial for reducing school dropout and increasing reporting of gender-based violence in Gauteng and Western Cape province in South Africa. The 16 GPP topic areas were adapted and implemented to guide stakeholder engagement for GAP Year. We show the usability and adaptability of the GPP framework for guiding stakeholder engagement in non-clinical trials like GAP Year; however it requires adapting to respond to the unique needs of the beneficiaries.

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Hiss, Amy, and Amiena Peck. "“Good schooling” in a race, gender, and class perspective: The reproduction of inequality at a former Model C school in South Africa." International Journal of the Sociology of Language 2020, no. 264 (August 27, 2020): 25–47. http://dx.doi.org/10.1515/ijsl-2020-2092.

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AbstractAfter the first democratic elections in 1994 in South Africa, many Model C schools were opened for Black, Coloured and Indian learners. Model C schools that used to cater solely for White female learners had now entered the democratic period, and while the Cape Town Model C school in our study swiftly became populated with Black middle-class female learners, little was known of other transformations on the ground. In 2016, a protest by Black female learners quickly found favour on Twitter. They claimed that differentiated racialised treatment was directed at them and enshrined in the school’s Code of Conduct (COC). In order to investigate these claims, we employ an intersectional discourse analysis to investigate the 2015 COC prior to the protest, as well as the post-protest 2017 COC. Drawing on theories of social reproduction, cultural capital, symbolic violence and habitus, we endeavour to show how Black learners’ embodied capital and lack of cultural capital ensured their inability to be accommodated at the school. We investigate the outcomes of the COC in terms of empowerment, as measured by equitable school access, and the reproduction of inequality, indicated by the implementation of “school rules” directed at Black female learners whilst maintaining the status of the dominant (White) group of middle-class students. We conclude that analysis of the COC reveals an attempt at cultivating a particular White middle-class womanhood through the guise of “good schooling”.

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Journal articles on the topic 'School violence – South Africa – Mpumalanga'

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