Learner’ school violence using incident logbook: a qualitative research approach

Letlhoyo Segalo,Puleng Hlatshwayo

doi:10.47577/tssj.v26i1.4884

Abstract

In this paper the notion of leaner’s school is revisited using a silent tool, incident logbook. Research shows that incidents of learner violence has escalated in South Africa unabated. Different approaches to describe and recommend strategies to alleviate cases of violence in schools have been undertaken. This paper aims to describe through incident logbook learner’s behaviour regarded as serious misconducts that involve violent acts. These violent acts might lead to expulsion or suspension of a learner from the school according to the South African Schools Act, 1996 and various school policies. Am interpretivist qualitative research was employed using a purposively sample of 5 incidents logbooks from five secondary schools. The researchers used a thematic data analysis using a Critical Peace Education (CPE) theory to discuss these incidents of school violence. The findings of the study show high incidents of recorded serious misconduct and violations of the school policies by learners by committing, violent acts such as physical, psychological, emotional abuses as well as thefts and vandalism of school and personal property. The research study recommends that CPE be used as tool to educate and foster peaceful co-existence in schools.

Highlights

Introduction and backgroundThis research presentation explores learners’ school violence through accidents reports in secondary schools in the selected schools in the Lejweleputswa district
Research findings attest that the levels of learners’ violence in schools is a great concern. As, such this paper chronicle the importance of recording school violence committed by learners either on fellow learners, teachers and vandalism on the school buildings
The incident logbooks reports show the deep embedded nature of structural violent society or environment created by apartheid or separate development of South Africans based on race and unequal access to education of quality and opportunities for employment

Summary

Introduction

Introduction and backgroundThis research presentation explores learners’ school violence through accidents reports in secondary schools in the selected schools in the Lejweleputswa district. Violence is directed at a defenceless learner or group of learners or a property of the school with the sole purpose of causing harm or inflicting pain through any of the following, rape, bullying and cyber-bullying, gangsterism, corporal punishment, defacing the property of the school through graffiti Khumalo, 2019, Ngidi & Moletsane, 2018, Power, 2017). From this foregoing sentence, it will be appropriate to assume that school violence is an intentional and purposeful action of the learner or learners on the other learner/s or aimed at the property of the school. The foregoing three dimensions of school violence is related to different manifestations of school violence through which psychological, emotional, and physical harm to learners could be executed

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Conclusion