Learners' experiences of school violence in a rural school

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dc.contributor.advisor Mampane, Motlalepule Ruth en
dc.contributor.advisor Ebersohn, L. (Liesel) en
dc.contributor.postgraduate Cherrington, Avivit Miriam en
dc.date.accessioned 2013-09-06T22:01:17Z
dc.date.available 2011-06-15 en
dc.date.available 2013-09-06T22:01:17Z
dc.date.created 2011-04-12 en
dc.date.issued 2010 en
dc.date.submitted 2011-06-13 en
dc.description Dissertation (MEd)--University of Pretoria, 2010. en
dc.description.abstract The purpose of this qualitative, descriptive study was to obtain insight into how Grade 9 learners (average age of 15 years) in a secondary rural school conceptualise school violence. The study was framed by a social constructionism paradigm, focusing on the co-construction of knowledge and meanings by the researcher and participants through personal engagement. Bronfenbrenner‟s Bioecological Theory of Human Development, operationalised by the Process-Person-Context-Time Model, provided a theoretical grounding for the inquiry. An instrumental case study design was followed, whereby nine Grade 9 learners (4 boys and 5 girls) in a rural secondary school participating in an academic service learning project were conveniently selected as the unit of study. Qualitative data from a focus group and task-based activities were transcribed, whilst participant observations were documented in a research journal through photographs. Constructivist grounded theory principles guided the thematic analysis. Three primary themes emerged: Violence as behaviour; Violence as experience and Power and authority. Findings indicate that school violence was perpetuated by both peers and teachers, in physical and verbal forms. Corporal punishment continued to be a prevalent strategy for maintaining discipline and authority within the school. It was also evident in the findings that learners differentiated between acts of school violence and play-fighting according to the intentions and responses of those involved. Contradictory sentiments regarding the acceptability of school violence emerged. On the one hand participants wanted school violence to stop, describing it as hurtful. However, they also expressed views that when used by someone in authority for the purpose of discipline or protection, school violence was appropriate and acceptable. Therefore, the current study suggests that participants view school violence in a duplicitous role – used negatively to cause harm, but also positively to enforce order and protect. This study contributes to literature by providing youth-generated conceptualisations of school violence. en
dc.description.availability unrestricted en
dc.description.department Educational Psychology en
dc.identifier.citation Cherrington, AM 2010, Learners' experiences of school violence in a rural school, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/25511 > en
dc.identifier.other E11/261/gm en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-06132011-144001/ en
dc.identifier.uri http://hdl.handle.net/2263/25511
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en
dc.subject Rural school en
dc.subject Social construction en
dc.subject Voilence en
dc.subject School violence en
dc.subject Corporal punishment en
dc.subject Bioecological theory of human development en
dc.subject UCTD en_US
dc.title Learners' experiences of school violence in a rural school en
dc.type Dissertation en


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