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.
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