Abstract
The prevalence of school violence (SV) in public secondary schools in Kenya has resulted into injuries, loss of property and sometimes death. Penalties meted out on students ranging from fines on students, suspension or expulsion of students from school has been introduced in vain. Several commissions of inquiry have also been put in place to address this issue but not much has been achieved. Violence negatively affects students hence the need to identify ways of mitigating school violence. This study argues that to a large extent, school violence in public secondary schools is due to either the absence or limited use of transformative pedagogy (TP) which provides the learners with an opportunity for critical thinking, enables behavioural change and the inculcation of values hence the attainment of peaceful coexistence amongst students. Using Mezirow’s Transformative learning theory, the study adopted a Mixed Method Research methodology in which data was drawn from 426 respondents comprising 341 students and 85 teachers in 22 public secondary schools in Nairobi County, 28 Key informants and 7 Focus Group Discussions (FGDs). Data analysis was done using SPSS and N-vivo analysis techniques. The study found out that discussion groups and role play were the major learner centred teaching approaches used in the schools. The paper concluded that effective use of transformative pedagogical approaches positively influences behaviour change in students hence the attainment of a non-violent school community. The study recommended a review of the secondary school curriculum to adopt transformative teaching approaches as opposed to teacher centred learning.
Highlights
Transformative Pedagogy shapes attitudes and equips learners with the knowledge and skills they require to peacefully coexist
This study argues that to a large extent, school violence in public secondary schools is due to either the absence or limited use of transformative pedagogy (TP) which provides the learners with an opportunity for critical thinking, enables behavioural change and the inculcation of values the attainment of peaceful coexistence amongst students
This study adopted a cross-sectional research design and employed a mixed method methodology (Creswell, 2014). This approach involved a concurrent qualitative and quantitative approach administered through a survey questionnaire, Focus Group Discussions (FGDs) and observation sessions to determine the teaching approaches used in public secondary schools
Summary
Transformative Pedagogy shapes attitudes and equips learners with the knowledge and skills they require to peacefully coexist. In Kenya, SV in public secondary schools is on the rise, the need for a sustainable solution to the problem. It involves physical or verbal interpersonal aggression between students, by teachers on their students or vice versa and destruction of school property. Managing the conduct of students at school through a curriculum that is based on transformative teaching and learning, is critical because it eventually impacts on the larger community and vice versa. TP creates space within the classroom for dialogue sothat learnersrealise their own capacity to make a better world for all people (McAllister, 2015) This eventually ensures the achievement of sustainable peace, since parties involved have to interact with a view to understanding each other, collaborating and cooperating
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
