Abstract
<p style="text-align:justify">Goffman’s theory of total institutions and Fanon’s theory of violence were used to explain student protests and violence in Kenyan secondary schools. Youth violence around the world is not a new phenomenon. However, the persistence, frequency, and intensity of violence, and their consequences beg for logical explanations and remedies. This study was part of a three-year project facilitated through the Networked Improvement Community partnership for self-study and intervention. Although a holistic approach to research was applied, data for this study were gathered through narrative inquiry. Participants (teachers, principals, and members of the school community) were identified purposively using the snowball process. Data were analyzed through deductive and inductive reasoning. Findings indicate a preponderance of student protest and violence among students in boarding schools. Student violence was a response to the devaluing and oppressive environment in boarding schools which resembled total institutions, and students exercising democratic rights to protest. The paper argues that school authorities could mitigate violent protests by providing formal political means of representation and democratic decision-making; creating new spaces for negotiation and peaceful protest; listening to the voices of students; and engaging in dialogue to create a common vision and mission.</p>
Highlights
This study investigated persistent students’ protests and violence (SPV) in Kenyan secondary schools
The data indicated a preponderance of student protest and violence (SPV) in Kenyan boarding schools
The study observed that theoretical underpinnings of authoritarianism, dehumanization, and total institutions predict protest and violence, when we consider that students are political actors and conscientious beings with expectations and capacities to act
Summary
This study investigated persistent students’ protests and violence (SPV) in Kenyan secondary schools. Violence in schools is a phenomena of concern (McMahon et al, 2020; Furlong & Morrison, 2000; 1994) needing intervention, its impacts. Schools are considered safe places, they are associated with violent acts (Furlong & Morrison, 1994; McMahon, 2020). Furlong and Morrison argue that taking into consideration “the role that school as a physical, educational, and social environment plays in violence among its participants” is the best way to focus attention on the worthiness of the issue of violence In the last two decades Kenyan schools have experienced SPV persistently. Frequency, and intensity of strikes, school closures, and wanton damages and losses (National Crime Research Centre [NCRC], 2017; Opere et al’ 2019; Sugut & Mugasia, 2014); there are limited logical explanations and remedies
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