This study explores the ways in which grade 10 girls experience violence within a single-sex high school setting in KwaZulu-Natal, South Africa. The focus of the study is on their accounts of witnessing violence amongst other girls in the school. The study shows that despite the view that single-sex schools are regarded as a safer option for many girls in South Africa, different forms of violence and aggression are reported by the girls in this study. Violence and aggression are not easily definable but the eye-witness accounts from the grade 10 girls in this study show how - in everyday relations - violence is gendered, raced and classed. Violence and aggression are also related to sexuality and the study shows how girls fight for boys. This study draws upon a qualitative methodological approach to identify the various forms of violence experienced within this setting. Through the process of analysing semi-structured interviews, this study has revealed that the single-sex environment for high school girls is a highly charged site of violence and aggression. Implications for understanding girls' violence, as well as recommendations to address such, conclude the study. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

Violence in schools is an everyday occurrence and, for the most part, it tends to be regarded as a male issue. There is little indication in media or research reports that female learners perpetrate violence in schools. Research suggests that school violence is caused by male teachers or learners, takes place amongst males and tends to be of a physical or sexual nature. There is, however, a less prominent body of international work, which has begun to explore female aggression and violence at schools. Thus far, there has been little comparable research in South Africa. The thesis is an exploratory study of female violence in schools. The subject is approached by examining the perceptions of male as well as female teachers in primary and secondary schools in Durban. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

In recent years the area of physical fitness has been of special interest. In a number of countries national fitness programmes have been launched to increase the awareness of the importance of physical fitness at all levels. Literature on the testing of physical fitness abounds, particularly in the United States of America. Several books on tests and measurements in physical education are available, and these provide invaluable guidelines to teachers of physical education in the important aspects of evaluating and assessing the physical fitness and progress of pupils. Howeyer, in South Africa, research in this important area is limited, especially in so far as Indian pupils arc concerned. In the present study an attempt is made to establish norms on selected tests of physical fitness for Indian girls. The study is divided into five parts as follows: CHAPTER ONE presents the rationale for the establishment of norms for Indian girls in South Africa. CHAPTER TWO gives a review of the relevant related literature. CHAPTER THREE gives an outline of the method of study. CHAPTER FOUR gives an analysis and presentation of the results. CHAPTER FIVE includes a discussion of the results, a summary and conclusion; and some recommendations for further research. / Thesis (M.Ed.)-University of Durban-Westville, 1975.