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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Grade 9 students' accounts of conflicts and abuses in a formerly Indian school near Durban.

Inderpal, Lee-Ann. January 2007 (has links)
The aim of my study was to investigate the nature of possible conflicts between Grade nine learners. Focus group discussions were conducted with about forty learners; boys and girls, Black and Indian, aged between fourteen and sixteen at a formerly Indian school near Durban. In these, I started by asking very general questions and then picked up on what the young people said, asking them to elaborate and illustrate. In this way, I tried to put the onus on young people themselves to set the agenda. I am interested in investigating whether learners will talk differently about conflict depending on whether they were in different kinds of groups marked by 'race' and gender. Therefore, I divided the participants into mono-racial single sex as well as mixed gender and mixed 'race' groups. According to all the participants in the focus group discussions, conflicts between pupils were very common at Grade nine levels. However, what sort of conflicts they spoke about and how these were spoken about, and especially those that related to gender and 'race', differed significantly between the various kinds of focus groups mentioned above. This paper reports on these conflicts and compares the kinds of conflicts spoken about in the different kinds of groups. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.
2

An investigation into the phenomena of bullying and violence in secondary schools in Durban (Umlazi and Merebank)

Govender, Monica. January 2007 (has links)
A surge of interest on bullying and violence has emerged as precursors for aggression become ominously present on a global level. There is growing evidence of these phenomena among school children· and anecdotal proof of their consequences. Despite frequent reporting of the same in the popular media little empirical research is available in the South African context. More specifically in the discipline of social work, the issue remains largely neglected. Social workers are considered to be well placed in their capacity-building, therapeutic and facilitative roles. If they are to provide holistic and inter-related services to learners both within and outside of the school, it is vital that they become familiar with the dynamics of this public health scourge. The thrust of this effort was to examine the nature and extent of bullying and violence in Durban South high schools, to glean childrens' lived experiences in this regard and to investigate the structural/procedural impediments to systematic, mandatory, school wide responses. A survey was conducted with 251 grade 8 and 9 learners, where quantitative data was obtained on a range of issues relating to the nature and extent of school bullying. Additionally, four key informants were interviewed and two focus groups were conducted with an average of 10 members in each group. Interviews and group sessions allowed for a more spontaneous, meaningful and in-depth account from educators and group members. In this way, contextually and culturally rich information was obtained. Focus groups were deemed to be valuable as learners possessed 'insider' knowledge of the school and shared emotions in a less threatening environment among their peers. The reporting of bullying and violence was concluded to be problematic as current school procedures are ad hoc. The frequency with which bullying occurred was reported as alarmingly high. There was overwhelming support for curriculum changes, the services of a social worker/counsellor and for more stringent punitive measures for bullies. Educators confirmed the need for social services and indicated that the school ethos has deteriorated considerably, with general disregard by learners for authority. Recommendations include the development of an anti-bullying school policy as well as comprehensive schooVcommunity efforts that monitor and address bullying and violence systematically. This study also recommends the integration of social and academic services in promoting learner well being. The recommendations are aimed toward extinguishing any notion that predatory or aggressive behaviour is normal, in the minds of youth. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2007.
3

Factors that explain gender based-violence [sic] amongst secondary school learners in the Inanda area.

Nkani, Frances Nomvuyo. January 2006 (has links)
The prevalence of gender-based violence in South African schools has been identified by the research and the Department of Education has acknowledged its existence. However, little has been done to alleviate the problem. Female learners are continually victimized by male learners at school. The purpose of this study was to examine the factors that explain gender-based violence amongst learners from three secondary schools in the Inanda area. Inanda is a predominantly informal settlement area on the outskirts of Durban, in South Africa. This study has largely focussed on female learners as victims of gender-based violence perpetrated by male learners. Both quantitative and qualitative methods had been adopted through which data was collected. School records were reviewed and one perpetrator and the victim were chosen from each school. The two participants were then, interviewed in order to get both perspectives. The data collected revealed that there are other kinds of gender-based violence besides those that were identified from the records review. The findings from the interviews outlined the factors that explain gender-based violence in schools. In conclusion, some recommendations were made in the light of the findings. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.
4

A quantitative analysis of juvenile delinquency trends among school going adolescents in a select sample of secondary schools in Chatsworth, Durban.

Marimuthu, Bonita Adele. 04 September 2014 (has links)
This quantitative study explores juvenile delinquency trends among school going adolescents in a select sample of schools. The study conducted in Chatsworth, Durban (Kwa Zulu-Natal) was developed as an exclusively Indian Township in the 1960‘s but since the 1990s more and more Africans moved into the area. Nonetheless Chatsworth remains predominantly ‗Indian‘ in terms of its demography and character. Permission and ethical approval for this study were obtained from the Humanities and Social Sciences Research Ethics Committee of the University of Kwa-Zulu Natal- Howard College Campus. The study consisted of a sample of 750 respondents randomly selected from two secondary schools in Chatsworth. A non-probability sampling method was followed. The main aim of this exploratory study was to understand trends in juvenile delinquency among adolescents in the area of Chatsworth through a quantitative lens. The study was carried out through coded self-administered questionnaires, administered to Grade 8,9,10, and 11 learners with the assistance of the educators at the identified schools during the Life-Orientation class periods. This study revealed that there were significant correlations between gender (male and female) and modes of punishment; norm violations; regulation violations; and malicious damage to property, followed by age (13-18 years) and modes of punishment; norm violations, and regulation violations, race (African, Indian, Coloured, White, Other) and modes of punishment; norm violations and regulation violations, and lastly religion (Christian, Hindu, Islam and Nazareth) and modes of punishment; regulation violations and malicious damage to property. The findings in this study forms a critical empirical study for future research in the field of juvenile delinquency/offending. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2014.
5

Gender-based violence in the age of AIDS : senior secondary school learners' envisaged solutions in two rural schools in KwaZulu-Natal.

Geldenhuys, Martha Maria. January 2011 (has links)
Patriarchal male power is a fundamental issue that explains the reason for gender-based violence (GBV) as well as societies acceptance of it. Social and cultural forces shape behaviour in society. A patriarchal mindset and power relations influence behaviour towards GBV as a means of controlling women in society. These societal norms are reflected in schools, which are supposed to be havens of safety but seem to allow for and perpetuate societal GBV, increasing girls’ risk of being sexually abused at school and making school unsafe sites. Even though extensive intervention and prevention strategies have been legislated and implemented, statistics indicate that the prevalence of GBV and HIV/AIDS have not decreased in adolescents. Policies and strategies are currently still failing to help youth be less vulnerable to GBV. This study worked with adolescents, aiming to place them at the centre of the problem and of the solution, by conducting research in two rural schools in KwaZulu-Natal. The participants were grade 9 learners (adolescents) attending these schools, who were given the opportunity to explore problems regarding GBV experienced in their schools and to find possible solutions that they can implement themselves in order to curb or address GBV in their schools. A qualitative approach was used, working in a critical paradigm, allowing the participants to be a voice of change in a socially destructive situation. A purposive sample of 30 learners (boys and girls) provided information-rich data. The methodology used was participatory video, and learners simulated examples of GBV at school as well as solutions to them. The research process of producing the participatory videos was an intervention in itself. Three themes emerged from the findings, indicating that: girls’ bodies are sites for GBV in unsafe schools; men who are stereotypically seen as the protectors of society are in fact the perpetrators of GBV through low-level sexual harassment, intimate partner violence and educator sexual misconduct; and learners have a sound understanding of how to address GBV in school and show agency by clearly indicating their disapproval, reporting misconduct, speaking out about the problem in assembly and forming support groups to provide invaluable assistance to each other. This has implications for dealing with learners’ safety at school, and recommendations are made regarding learners’ safety. These include involving the whole community, and endorsing a “safe school” plan with effective school policies and adequate safety and security measures to protect learners (and, more specifically, girls). In order to address patriarchy, recommendations include supportive educator involvement, guidelines for educator misconduct, school counsellor involvement, appropriate sex education and workshops on appropriate male behaviour. Although learners had a sound understanding of what can be done to address GBV in school, it is also recommended that parents, police and health care providers become more involved and that educational programmes, such as peer education, are incorporated. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

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