Perceptions and experience of school violence among teachers and learners within a black township in the Sarah Baartman District, Eastern Cape, South Africa
- Authors: Ndemka, Sibulela
- Date: 2021-10-29
- Subjects: School violence South Africa Eastern Cape , Teachers South Africa Eastern Cape Attitudes , High school students South Africa Eastern Cape Attitudes , High school students Conduct of life , High school students Economic conditions , High school students Social conditions , Social constructionism South Africa Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190760 , vital:45025
- Description: In exploring the knowledge/awarness of school violence within the teacher and student school relationship. The principal objective of the study was to investigate the perceptions and experiences of school violence among teachers and learners by reference to a public high school in a historically black African, working class township in the Sarah Baartman District Municipality, Eastern Cape Province, South Africa. The high school was chosen for its geographical location within the community and relative nature of shared stories of violence within the surrounding vicinity. The conceptual, theoretical, and analytical frameworks underpinning this study is social constructionism theory, expanding from the theoretical claim that violence is socially constructed through the process of socialisation and institutionalization. The study reviewed relavant literature on violence in South African schools highlighting the relationship of school violence to current social and educational challenges and crises and the impact that school violence has on learners, teachers, and communities. The research methodology employed is qualitative and evidence was derived through semi-structured in-depth interviews. A sample male and female teachers and learners were recruited through networking. The researcher recruited participants outside the school and through participant referrals to uncover intricacies of school violence drawing on relevant literature in relation to the dynamics of this social and institutional problem. Data was analysed and thematically presented in line with the research objectives. The study findings imply that school violence is complex and gendered. Arguing that cultural, socio-economic, family, community, and social interpersonal factors account for school violence in South Africa. Male teachers and students mostly bieng the victims and perpetrators, implicating this behaviour to a culture of toxic masculinity and shared complicities as contributing factors to school violence. In addition, the study found that the change in status and expectations of boys who return from initiation sometimes provoked violence between initiated learners and adults who did not accord them the respect expected post-initiation. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2021
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- Authors: Ndemka, Sibulela
- Date: 2021-10-29
- Subjects: School violence South Africa Eastern Cape , Teachers South Africa Eastern Cape Attitudes , High school students South Africa Eastern Cape Attitudes , High school students Conduct of life , High school students Economic conditions , High school students Social conditions , Social constructionism South Africa Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190760 , vital:45025
- Description: In exploring the knowledge/awarness of school violence within the teacher and student school relationship. The principal objective of the study was to investigate the perceptions and experiences of school violence among teachers and learners by reference to a public high school in a historically black African, working class township in the Sarah Baartman District Municipality, Eastern Cape Province, South Africa. The high school was chosen for its geographical location within the community and relative nature of shared stories of violence within the surrounding vicinity. The conceptual, theoretical, and analytical frameworks underpinning this study is social constructionism theory, expanding from the theoretical claim that violence is socially constructed through the process of socialisation and institutionalization. The study reviewed relavant literature on violence in South African schools highlighting the relationship of school violence to current social and educational challenges and crises and the impact that school violence has on learners, teachers, and communities. The research methodology employed is qualitative and evidence was derived through semi-structured in-depth interviews. A sample male and female teachers and learners were recruited through networking. The researcher recruited participants outside the school and through participant referrals to uncover intricacies of school violence drawing on relevant literature in relation to the dynamics of this social and institutional problem. Data was analysed and thematically presented in line with the research objectives. The study findings imply that school violence is complex and gendered. Arguing that cultural, socio-economic, family, community, and social interpersonal factors account for school violence in South Africa. Male teachers and students mostly bieng the victims and perpetrators, implicating this behaviour to a culture of toxic masculinity and shared complicities as contributing factors to school violence. In addition, the study found that the change in status and expectations of boys who return from initiation sometimes provoked violence between initiated learners and adults who did not accord them the respect expected post-initiation. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2021
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Strength and conditioning practices of high school rugby coaches: a South African context
- Authors: Robinson, Bradley Charles
- Date: 2018
- Subjects: Rugby football coaches South Africa , Rugby football Coaching , Rugby football Physiological aspects , Rugby football Training , High school students Social conditions
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63459 , vital:28413
- Description: Although the sport of rugby union is well established, the strength and conditioning practices of high school level players are not well known. Therefore, the purpose of this study was to examine the current strength and conditioning practices that coaches implement at South African high school level rugby. A secondary purpose was to compare practices between different types of schooling systems available in South Africa. An online survey or in person interview (depending on the school), adapted from previous strength and conditioning questionnaires, was conducted with 43 responses; including 28 schools among the top 100 rugby schools in South Africa for 2016 and 15 no-fee paying public schools in the Eastern Cape Province of South Africa. Results indicated that the top 100 rugby schools implement conditioning practices similar to the best-known international practices compared to no-fee paying schools who lacked the knowledge and skills in various strength and conditioning principles. It was found that all no-fee paying school coaches had insufficient qualifications to administer the correct training techniques. Coaches at all schools lacked the appropriate knowledge on injury prevention and scientifically based training programmes. It was concluded that education and skills around the best strength and conditioning practices for school level coaches needs to be improved and particularly in less privileged schools. The main goal being to reduce the risk of injury and improve performance across all sectors of the rugby playing population within the country. This was deemed crucial to the transformation goals set out by the South African Rugby Union, which would benefit from player development in lower socioeconomic schools.
- Full Text:
- Authors: Robinson, Bradley Charles
- Date: 2018
- Subjects: Rugby football coaches South Africa , Rugby football Coaching , Rugby football Physiological aspects , Rugby football Training , High school students Social conditions
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63459 , vital:28413
- Description: Although the sport of rugby union is well established, the strength and conditioning practices of high school level players are not well known. Therefore, the purpose of this study was to examine the current strength and conditioning practices that coaches implement at South African high school level rugby. A secondary purpose was to compare practices between different types of schooling systems available in South Africa. An online survey or in person interview (depending on the school), adapted from previous strength and conditioning questionnaires, was conducted with 43 responses; including 28 schools among the top 100 rugby schools in South Africa for 2016 and 15 no-fee paying public schools in the Eastern Cape Province of South Africa. Results indicated that the top 100 rugby schools implement conditioning practices similar to the best-known international practices compared to no-fee paying schools who lacked the knowledge and skills in various strength and conditioning principles. It was found that all no-fee paying school coaches had insufficient qualifications to administer the correct training techniques. Coaches at all schools lacked the appropriate knowledge on injury prevention and scientifically based training programmes. It was concluded that education and skills around the best strength and conditioning practices for school level coaches needs to be improved and particularly in less privileged schools. The main goal being to reduce the risk of injury and improve performance across all sectors of the rugby playing population within the country. This was deemed crucial to the transformation goals set out by the South African Rugby Union, which would benefit from player development in lower socioeconomic schools.
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