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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/2965 |
| Date | January 2009 |
| Creators | Gcabashe, Marilyn. |
| Contributors | Pillay, Daisy G. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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