Vusi Mncube

Gangsterism as a Cause of Violence in South African Schools: The Case of Six Provinces

Abstract This paper reports on a study that was conducted in six provinces of South Africa namely Gauteng, North West, Limpopo, Western Cape, KwaZulu-Natal and Mpumalanga. The aims of the study was to explore the perceptions and experiences of school stakeholders of school violence and the nature of violence that takes place in South African schools. This was a qualitative study that used interviews and documents. A questionnaire was also employed for generalisation. The scourge of violence in South African schools is a cause for concern; daily reports appear in the written and electronic media about high levels of violence, physical and sexual abuse and gang related activities in our schools. The findings suggest that Gangsterism is of serious concern in South African schools and is one of the external factors that exacerbate violence in schools. This is true in all provinces studied and particularly in the Western Cape and Limpopo. The study recommends that there is need to support current efforts aimed at increasing basic levels of good management, school effectiveness and teacher professionalism in South African schools. A well-ordered school is also a less violent school. Schools that experience problems of violence need an active safety and security committee that monitors violence; recommends violence prevention measures; and oversees its implementation.

School Governing Bodies in Strengthening Democracy and Social Justice: Parents as Partners?

Abstract This paper reports findings of a qualitative multi-site case study of schools in two provinces in South Africa. Framed within theories of democratic governance and social justice, the aim of the study was to explore the role of school governing bodies, through parental participation in strengthening democracy and social justice. Data were collected through semi-structured focus group interviews and phenomenological steps for data analysis were followed. Findings suggest that the effective functioning of SGBs is influenced by the context within which schools operate. While parents are represented in SGBs, however; SGBs are fraught with difficult power rela tions, exclusionary practices and a disregard for social justice principles.The paper argues that all stakeholders have a role to play in entrenching democratic governance in schools. To this end, stakeholders should be assisted to develop the requisite democratic values, behaviour, skill and attitudes.

Stakeholders' Perceptions and Experiences of Learners' Involvement in Democratic School Governance in South Africa

Abstract This is a qualitative study that used interviews and observations in two provinces of South Africa. The investigation considered the views of various stakeholders of school governing of different focus groups at schools in two provinces of South Africa. The study explored the actual or theoretical involvement of learners in School Governing Bodies (SGBs); what barriers exist to learner participation; the key issue of training for learner involvement and whether SGBs have contributed to the development of democracy in South African schools. The findings suggest that despite being afforded a full role in school governance by post-apartheid educational policy, learners do not always play their part in school decision-making. While learner participation in SGBs in South Africa offers considerable potential for both school improvement and making a contribution to the deepening and consolidation of democracy in South Africa, there is much work still to be done.

Can Violence Reduce Violence in Schools? The Case of Corporal Punishment

Abstract The paper is based on a qualitative study conducted in South African schools to obtain insights and understanding of the how and why of violence in schools based on the perceptions and experiences of teachers, learners, principals, support staff and School Governing Bodies (SGB). Semi-structured interviews, focus group interviews and observations were conducted. The study also employed ‘quantitative’ research methodology so questionnaires were administered across six provinces in South Africa. The study reveals that many teachers are verbally, physically (use corporal punishment) and psychologically violent towards learners. Lack of professionalism, teacher absenteeism and non-punctuality contribute to violence. There is evidence in the report of some schools’ failure to take into account the individual needs of young people by trying to control them in a generic manner resulting in violent rebelliousness. There is evidence in the report that many schools are not managed well. It emerged that because of authoritarianism, schools are failing to protect learners from violence. Thus policy makers and educationalists will have to change ways of reducing violence in schools from those that emphasise punishment, control and surveillance of learners to employing strategies that eliminate authoritarianism and increase effective school organisation and culture.

Leadership Role of School Principals in Democratic Schools in South Africa: Case Studies of Two Schools

Abstract This paper reports on a qualitative case study located within interpretative paradigm. This study aimed at understanding the role of school principals in leading and managing democratic schools. Towards that, semi-structured interviews were used to obtain data from research participants. The findings of the study reveal that leadership is a major role of principals in democratic schools, as it also extended to others in the school community; and as such, flattens traditional leadership hierarchies. Further, it contradicts predominate findings of previous researches on authoritarian leadership behavior. At both sampled schools, the principals seem to move away from assumed stereotypical authoritarian style to a shared decision-making style, that is, democratic leadership style. Based on the findings it is recommended that more can be done through the inclusion of stakeholders in major decision-making processes.

The Hybrid Nature of School Space and the Manifestation of Violence in South African Schools

Abstract Violence in South African schools seems to challenge the conventional perception of school as a safe place. Drawing from the qualitative data of a project that investigated the dynamics of violence in South African schools, this paper illustrates the manner in which violent practices in schools speak to the hybrid nature of school space. Using theories of hybridity and Third Space, the authors argue that as researchers and educators advocate for students to brings funds of knowledge they learn from outside school to develop a Third Space for learning, they overlook the effects of violence as part of those funds of knowledge. The paper concludes by posing a challenge to educators and researchers that, while useful knowledge from outside school is necessary for holistic learning, adequate preparation is needed for addressing the unwanted funds of knowledge.

Gang-related Violence in South African Schools

Abstract This paper reports on a primarily qualitative study which also employed some quantitative research methods in collecting data in six provinces in South Africa. In order to get at the lived reality of gang-related violence in schools, qualitative research was used and to get an overall picture of gang-related violence in South African schools, quantitative research was also used. Data was collected from a range of members of the school governing bodies namely learners, parents, teachers and non-teaching staff. The results confirm the enormity of gang-related violence in schools. Findings showed that the fear of gang-related violence at school can be as harmful as primary victimisation and personal experiences of violence, causing learners to drop out or avoid school, or to lose concentration in the classroom and in learners developing healthy pro-social relationships as actual victimisation. It was also found gang violence is a destructive phenomenon and has a negative effect on the delivery of quality of education. The study is concluded with recommendations extracted from relevant literature as well as comments expressed by the participants of this study. Through collective ownership, responsibility and self-reliance, communities can succeed in reducing the incidence and prevalence of violence within their community. A standardised code of conduct and school safety policy are vital tools in the prevention and management of school-based violence, but should be adjusted to meet the school’s specific needs regarding violence and discipline. Schools should have access to effective psychological support to counter the effects of violence and to foster and reinforce effective coping strategies. Whilst this study intends to improve our understanding of school-related violence and fill some of the gaps identified by previous studies, it is clear that further research is needed.

Devolution of Power in South African Education: Is Democracy Being Served?

Abstract This paper presents findings of a study that explored democratic governance in South African schools. The focus was on principals and educators who served in school governing bodies (SGBs). A qualitative research design was adopted. Data were collected through semi-structured focus group interviews and the resultant transcripts were analysed by following Giorgi’s phenomenological steps. The paper argues that all the stakeholders in schools have a role to play in ensuring that democratic governance exists in schools in South Africa. These stakeholders must be assisted in developing democratic values, behaviour, skills and attitudes that are consistent with the Constitution of the Republic of South Africa.