1887

n Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap - Learner discipline in South African public schools - a qualitative study : research article

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Abstract

Learner discipline in South African public schools - a qualitative study


Recent research has shown that the involvement of youth in the liberation struggle which ended in 1994 caused them to develop arrogance towards adults, that is, both educators and parents. Another reason for the decline in the level of discipline in recent years might be the overemphasis on human rights, especially children's rights, in reaction to the increase in child abuse or the lack of a human-rights culture in the apartheid era.
A lack of learner discipline may seriously hamper the teaching and learning process, and, if disruptive behaviour prevails, education cannot be successful. This article focuses on educators' positive and negative reactions to learner misconduct in South African public schools, as revealed by qualitative data gathered by means of interviews, as part of a national research project on learner discipline. Fourteen schools were visited by a group of researchers and field workers, during which principals, other educators and learners were interviewed.
Special reference is made to forms of learner misconduct that have the most prominent influence on discipline, possible causes of these, and preventative or proactive measures taken by educators to restore or maintain learner discipline. Value-driven approaches to discipline and to approaches that might be educationally unsound, are also incorporated. All the mentioned approaches are evaluated from within a reformational framework.

Leerderdissipline in Suid-Afrikaanse openbare skole - 'n kwalitatiewe studie


Onlangse navorsing het getoon dat die betrokkenheid van jeugdiges by die apartheidstryd wat in 1994 geëindig het, veroorsaak het dat hulle 'n arrogansie ontwikkel het teenoor opvoeders sowel as teenoor ouers. Nog 'n rede vir die afname in die vlak van dissipline die afgelope paar jaar mag die oorbeklemtoning van menseregte wees, veral die regte van kinders, in reaksie tot die toename in kindermishandeling of die afwesigheid van 'n menseregtekultuur in die apartheidsera.
'n Gebrek aan leerderdisspline mag die onderrig- en leerproses ernstig benadeel. Indien ontwrigtende optrede voorkom, kan onderwys nie suksesvol wees nie. Hierdie artikel fokus op positiewe en negatiewe reaksies van opvoeders op leerderwangedrag in Suid- Afrikaanse openbare skole, soos aangetoon deur kwalitatiewe inligting verkry uit onderhoude tydens 'n nasionale navorsingsprojek oor leerderdissipline. Veertien skole is besoek deur 'n groep navorsers en veldwerkers, waartydens onderhoude gevoer is met skoolhoofde, ander opvoeders en leerders.
Die artikel bevat spesiale verwysing na daardie vorme van leerderwangedrag wat die grootste invloed op dissipline het, na moontlike oorsake van die gedrag, en na voorkomende of proaktiewe optrede deur opvoeders met die oog op die handhawing of herstel van leerderdissipline. Waardegedrewe benaderings tot dissipline en benaderings wat moontlik onopvoedkundig is, word ook geïnkorporeer. Al hierdie benaderings word geëvalueer vanuit 'n reformatoriese raamwerk.

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/content/koers/68/4/EJC59116
2003-01-01
2016-12-03
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