The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementation
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence -- South Africa -- Johannesburg School discipline -- South Africa -- Johannesburg School crisis management -- South Africa -- Johannesburg Juvenile delinquency -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2304 , vital:27750
- Description: 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.
- Full Text:
- Date Issued: 2016
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence -- South Africa -- Johannesburg School discipline -- South Africa -- Johannesburg School crisis management -- South Africa -- Johannesburg Juvenile delinquency -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2304 , vital:27750
- Description: 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.
- Full Text:
- Date Issued: 2016
The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: Towards a strategy for Peace Education implementation
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence School discipline -- South Africa -- Johannesburg School crisis management -- South Africa --Johannesburg
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5282 , vital:29183
- Description: 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. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director.
- Full Text:
- Date Issued: 2016
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence School discipline -- South Africa -- Johannesburg School crisis management -- South Africa --Johannesburg
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5282 , vital:29183
- Description: 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. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director.
- Full Text:
- Date Issued: 2016
Intergroup conflict in selected schools in Diepkloof, Johannesburg North District
- Authors: Mkhomi, Moses Sipho
- Date: 2013
- Subjects: Intergroup relations -- South Africa , Conflict management -- South Africa , Social groups -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:8482 , http://hdl.handle.net/10948/d1020924
- Description: Intergroup conflicts are rife in public schools and often the bone of contention is promotional posts. These conflicts can affect the quality of teaching and learning if the focus of the teachers moves from the primary purpose of teaching to contesting senior posts. In addition, such contestation often splits the teaching staff into groups or factions. One such split is between the group made up of teachers belonging to the politically-aligned union and the group of teachers from non-politically aligned teacher unions or those not unionised at all. The School Governing Body parent-wing is often caught in conflict between these two groups as it has the legislative power to recommend appointment to the District Director. It is within this context that this study explores the perceptions of stakeholders in selected schools in Diepkloof with regard to intergroup conflict and investigates whether cadre deployment plays a role in this conflict. The findings of this study reveal stakeholders‟ perceptions that politically-aligned unions tend to exert influence to have their members promoted and, in the process, often overlook better qualified educators.
- Full Text:
- Date Issued: 2013
- Authors: Mkhomi, Moses Sipho
- Date: 2013
- Subjects: Intergroup relations -- South Africa , Conflict management -- South Africa , Social groups -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:8482 , http://hdl.handle.net/10948/d1020924
- Description: Intergroup conflicts are rife in public schools and often the bone of contention is promotional posts. These conflicts can affect the quality of teaching and learning if the focus of the teachers moves from the primary purpose of teaching to contesting senior posts. In addition, such contestation often splits the teaching staff into groups or factions. One such split is between the group made up of teachers belonging to the politically-aligned union and the group of teachers from non-politically aligned teacher unions or those not unionised at all. The School Governing Body parent-wing is often caught in conflict between these two groups as it has the legislative power to recommend appointment to the District Director. It is within this context that this study explores the perceptions of stakeholders in selected schools in Diepkloof with regard to intergroup conflict and investigates whether cadre deployment plays a role in this conflict. The findings of this study reveal stakeholders‟ perceptions that politically-aligned unions tend to exert influence to have their members promoted and, in the process, often overlook better qualified educators.
- Full Text:
- Date Issued: 2013
Intergroup conflict in selected schools in Diepkloof, Johannesburg north district
- Authors: Mkhomi, Moses Sipho
- Date: 2013
- Subjects: Conflict management -- South Africa -- Johannesburg , Intergroup relations -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:16150 , http://hdl.handle.net/10948/d1019995
- Description: Intergroup conflicts are rife in public schools and often the bone of contention is promotional posts. These conflicts can affect the quality of teaching and learning if the focus of the teachers moves from the primary purpose of teaching to contesting senior posts. In addition, such contestation often splits the teaching staff into groups or factions. One such split is between the group made up of teachers belonging to the politically-aligned union and the group of teachers from non-politically aligned teacher unions or those not unionised at all. The School Governing Body parent-wing is often caught in conflict between these two groups as it has the legislative power to recommend appointment to the District Director. It is within this context that this study explores the perceptions of stakeholders in selected schools in Diepkloof with regard to intergroup conflict and investigates whether cadre deployment plays a role in this conflict. The findings of this study reveal stakeholders' perceptions that politically-aligned unions tend to exert influence to have their members promoted and, in the process, often overlook better qualified educators.
- Full Text:
- Date Issued: 2013
- Authors: Mkhomi, Moses Sipho
- Date: 2013
- Subjects: Conflict management -- South Africa -- Johannesburg , Intergroup relations -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:16150 , http://hdl.handle.net/10948/d1019995
- Description: Intergroup conflicts are rife in public schools and often the bone of contention is promotional posts. These conflicts can affect the quality of teaching and learning if the focus of the teachers moves from the primary purpose of teaching to contesting senior posts. In addition, such contestation often splits the teaching staff into groups or factions. One such split is between the group made up of teachers belonging to the politically-aligned union and the group of teachers from non-politically aligned teacher unions or those not unionised at all. The School Governing Body parent-wing is often caught in conflict between these two groups as it has the legislative power to recommend appointment to the District Director. It is within this context that this study explores the perceptions of stakeholders in selected schools in Diepkloof with regard to intergroup conflict and investigates whether cadre deployment plays a role in this conflict. The findings of this study reveal stakeholders' perceptions that politically-aligned unions tend to exert influence to have their members promoted and, in the process, often overlook better qualified educators.
- Full Text:
- Date Issued: 2013
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