This study sought to understand what the schools do to promote the culture of nonviolence. In asking the question, "How do school work to develop a culture of nonviolence?" I produced data through the exploration of the activities and practices implemented in school. The critical question and sub question posed in the study were, firstly, how do school work to promote the culture of nonviolence? Secondly, how does the SMT do to promote the culture of nonviolence? Thirdly, how do teachers manage their teaching and learning activities to promote the culture of non-violence? Fourthly, how do learners experience the different activities and practices that the school adopts to promote the culture of nonviolence? Using Satyagraha theory as the theoretical lens for the study, I offer an understanding on how the school as a site offers the potential to promote nonviolence. Using a participatory research approach, I used one secondary school in ILembe District to participate in this study. The data sources used to produce the data included the individual interviews, focus group interviews, photo voice, classroom conversations and observations. The findings of the study show that within the physical environment of the school, different stakeholders attempt to actively adopt non-violent ways within the particular and common spaces of the school to develop in learners the capacity to differentiate between personal and societal forms of violence. The findings signal the need of a stronger partnership with other systems of the society such as the family system, social service, police service, media and the public at large since learners learn different forms of personal and social violence from different spaces and through different relations. The school is one system of a larger system and the study shows that it can not predict, control or remove the forms of violence that play out outside of the school and in individuals who choose to think and act in violent ways. Learners and teachers also bring violence to school. This study promotes the perspective that there are activities and strategies needed to be done inside and outside the classroom to promote non-violence, but this can be easily undermined in the absence of support mechanisms and structures at multiple levels outside of the school. While the school, through different strategies and practices such as morning assembly and surveillance mechanisms can help learners to differentiate between personal and societal forms of violence although some learners and teachers within the school still act in a violent way. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Submitted in partial fulfillment of the requirement for the degree Master of Education in the Department of Educational Planning and Administration at the University of Zululand, 2000. / This study investigated the management of gender conflict among high school learners. The researcher has identified the types of gender conflict that are perceived to be more serious and the frequencies of different types of gender conflict. The researcher has also determined the ways of managing gender conflict in the high school and established alternative approaches of managing it. Finally, the research recommends possible initiatives on the part of the management staff, educators, learners, governing body and parents, as well as the community at large to promote gender equity * and peaceful coexistence in schools.

This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners. Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents. In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research. The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)

This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners. Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents. In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research. The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)