Most black rural schools in South Africa are beset with discipline and relationship problems
attributed to the way children interpret and exercise their rights. Children's misconceptions
of rights impede the operation of educational institutions. A literature study investigated the implications of children's rights on their relationships and behaviour. A qualitative investigation of the socio-educative implications of children's rights was conducted in two rural secondary schools in Mpumalanga. Data gathering was
done through participant observation, in-depth interviews with two principals and a tribal
chief, and focus group interviews with two groups of teachers, parents and learners. Data
were analysed, discussed and synthesised. The major findings emerged: limited understanding of rights and concomitant responsibilities and misconceptions of rights leading to the subversion of authority and
morality. Recommendations include that rights-education be introduced in schools to improve
children's understanding ofrights and to address negative social behaviour. Educators need
to be empowered to handle human rights issues within socio-educational institutions. / Educational Studies / M. Ed. (Socio-Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/1011 |
| Date | 11 1900 |
| Creators | Maluleka, John Shebabese |
| Contributors | Prinsloo, E. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0021 seconds