It was the purpose of this study (1) to determine how many states have laws relating to corporal punishment in the public schools; (2) to ascertain the number of states having specific provisions in their education code relating to corporal punishment; (3) to determine the authority which authorizes or prohibits or restricts corporal punishment in each states; (4) to find to what extent the laws relating to corporal punishment are specific; (5) to find how much power the laws give school districts and school personnel; (6) to learn the nature of the regulations set forth by the state department of education, or other authority, concerning corporal punishment (7) to learn of the provisions in the regulations for administering corporal punishment; (8) to examine the laws relating to liability of public officials and school employees in each state; and (9) to prepare a recommendation governing corporal punishment in the public schools to be presented to the California State Legislature.

Doctor Legum - LLD / The prevalence of corporal punishment and life imprisonment sentences for children in Africa is tied to their legal history. Colonialism had an extensive impact on the criminal law of most African States, including the handling of children in conflict with the law. African States adopted models of juvenile justice which were a result of social, economic and political circumstances occurring in Europe at that time. However, these circumstances were not necessarily similar to the circumstances prevalent in African States at the same time, neither was the image of the colonial country’s child similar to that of the African child. The coming into force of the Convention on the Rights of the Child, which has been ratified by all nations, except the United States, created a uniform platform for all State Parties to create separate justice systems for dealing with children in conflict with the law and abolish inhuman sentences such as life imprisonment and corporal punishment. In light of the obligation to abolish inhuman sentences and create separate systems for dealing with children in conflict with the law, this thesis discusses Zimbabwe and Botswana’s compliance with these obligations. The thesis proposes a sentencing guideline for children in conflict with the law in Zimbabwe and Botswana. The study also proposes an alignment of the national laws of these two countries on sentencing children to reflect their international obligations.

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Research shows corporal punishment is associated with negative outcomes in offspring. These negative outcomes can present themselves during childhood and emerging adulthood. One negative consequence can be alcohol abuse. The consequences of alcohol abuse in emerging adults are reasons to research corporal punishment’s effects to support positive parental discipline. The current study examined the relationship between past-year corporal punishment and alcohol abuse in the emerging adulthood population. Results of the current study showed corporal punishment was correlated positively with alcohol use, externalizing problems, and authoritarian parenting style, and negatively correlated with maternal authoritative parenting style and permissive parenting style. Males reported higher amounts of paternal corporal punishment and higher amounts of alcohol consumption. Finally, it was determined that risk factors for alcohol abuse included male gender, Caucasian ethnicity, and positive history of family alcohol abuse, and that psychopathology mediated the relationship between corporal punishment and alcohol use and abuse.

This study explores the topic of corporal punishment and examines the degree to which young adults have been subjected to corporal punishment, their attitudes about corporal punishment, the likelihood of them using corporal punishment on their children, and their propensity towards violence. Among African American participants, I also examine the correlation between their attitudes toward corporal punishment and their levels of acculturation toward the dominant culture. I predict that African Americans will have been subject to Corporal Punishment more than White Americans. I hypothesized that participants who have been subjected to corporal punishment will have a higher propensity towards violence and will continue to use corporal punishment on their children. I also hypothesized that African Americans who are relatively highly acculturated will be less likely to use Corporal punishment. Participants were asked to fill out a series of scales that tested for all of the research questions. Results for this study did support the hypothesis that African Americans did report receiving more Corporal Punishment than White Americans. Results did show that there is a negative correlation between levels of acculturation and likelihood to use Corporal Punishment for African Americans. However, the direction of the correlation was consistent with the hypothesis, in that higher acculturation scores correlating with less desire to use corporal punishment on children. The results also did not support the hypothesis of a positive correlation between being subjected to Corporal Punishment and propensity towards violence. Finally the results did not support the hypothesis of a positive correlation between being subjected to Corporal Punishment and the likely to use Corporal Punishment on their own children.

Yes / In this paper, we consider the phenomenon of “pedagogical violence” — infliction of physical, social, emotional, or psychological pains, or threat of such pains that is either the means for or non-accidental by-products of education used on a systematic basis. Pedagogical violence is often used for promoting certain desired learning in students. Alternatively, it can emerge as a violent reaction in students and teachers to particular educational settings directed against other students or teachers. In this paper, we review some of the debates and controversial issues around pedagogical violence, and we use a variety of illustrative examples to explore in more detail what pedagogical violence means in particular contexts. We argue that pedagogical violence is a natural consequence of alienated instrumental education. We will look at teachers’ desire to avoid physical and psychosocial pedagogical violence. We specifically consider diverse forms of psychosocial pedagogical violence and its issues such as: summative assessment, epistemological pedagogical violence, students’ ambivalence around pedagogical violence, rehabilitating/avoiding pedagogical violence through a carnival. We finish with a reflection about what can be done to minimize pedagogical violence. Our analysis heavily relies on the Bakhtinian theoretical framework of critical ontological dialogism.

MPM / Oliver Tambo Institute of Governance and Policy Studies

The corporal punishment of children is being widely challenged today. Christians have traditionally followed the "spare the rod and spoil the child" approach and must respond to the new situation. Corporal punishment is part of the wider disciplinary process. It can lead to corporal abuse, but this is not a reason per se to reject it. Parents have a right to discipline their children, including the use of reasonable corporal punishment. Teachers can also use corporal punishment to enforce discipline, although its use will soon be banned in all South African schools, following world trends. Corporal punishment in the home and at school satisfies the criteria of both the deontological and teleogical approach to theological ethics. It should be retained as part of a multi-faceted approach to discipline. / Philosophy and Systematic Theology / M.Th. (Theological Ethics)

The corporal punishment of children is being widely challenged today. Christians have traditionally followed the "spare the rod and spoil the child" approach and must respond to the new situation. Corporal punishment is part of the wider disciplinary process. It can lead to corporal abuse, but this is not a reason per se to reject it. Parents have a right to discipline their children, including the use of reasonable corporal punishment. Teachers can also use corporal punishment to enforce discipline, although its use will soon be banned in all South African schools, following world trends. Corporal punishment in the home and at school satisfies the criteria of both the deontological and teleogical approach to theological ethics. It should be retained as part of a multi-faceted approach to discipline. / Philosophy and Systematic Theology / M.Th. (Theological Ethics)

The aim of the current study was to determine the occurrence and effects of corporal punishment in the South African environment. Special attention was paid to themes that were derived from the literature. These themes were immediate compliance, aggression and the parental influence of corporal punishment. This was a quantitative study which utilised a survey developed by the researcher using previous literature on the topic of corporal punishment. The sample was taken from four different schools in the Johannesburg area. The sample consisted of one hundred and twenty one children within middle childhood (N=121). It was found that corporal punishment is occurring in South African homes. It was also found that children do not feel indifferent about the use of corporal punishment. When it came to the use of corporal punishment and socio-economic status, it was found that there is a significant correlation between the two. / Social Work / M.Diac (Play therapy)