Using African epistemologies to understand contributing social and cultural factors around African school violence, this book investigates various kinds of school-based violence suffered by learners and teachers in order to further research into the impact of educational interventions on crime prevention in African schools.
Investigating various kinds of school violence including gender-based violence and gang violence, the book uses African Indigenous Knowledge Systems and the philosophy of Ubuntu for example to tackle important concerns surrounding school violence, social cohesion, community engagement and role of education in fostering sustainable communities. Chapters demonstrate a qualitative research approach that encompasses empirical and conceptual studies to provide an in-depth exploration of violence in educational settings; the book draws on human experiences and emotions, as well as teachers', learners', communities' and other relevant stakeholders' perceptions of school violence.
This highly interdisciplinary volume will be of immense value to scholars, researchers and postgraduate students in the fields of sociology of education, philosophy of education and educational psychology. Curriculum developers involved with module design may also find the volume of use.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Academic and Postgraduate
Illustrationen
3 s/w Tabellen, 2 s/w Zeichnungen, 2 s/w Abbildungen
3 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white
Maße
Höhe: 240 mm
Breite: 161 mm
Dicke: 21 mm
Gewicht
ISBN-13
978-1-032-90785-7 (9781032907857)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Mfundo Mandla Masuku is Associate Professor in Development Studies, School of Social Sciences, The University of KwaZulu-Natal, South Africa.
Nomakhosi Nomathemba Sibisi is Lecturer in Criminology and Forensic Studies, Bio-Psychosocial Perspectives, and Correctional Theory and Practice, The University of KwaZulu-Natal, South Africa.
Herausgeber*in
The University of KwaZulu-Natal, South Africa
The University of KwaZulu-Natal, South Africa
Introduction: An overview of combating school-based violence and implications for educational safety
Part 1: Nature of School Violence
1. Exploring school violence from a human rights perspective: A typology for understanding and action
2. The school-community violence nexus: gang culture among school learners
in Osizweni, South Africa
3. School based violence: dynamics of teaching in a violent educational environment
Part 2: Manifestation of Gender Discrimination in School
4. Gender-based violence in schools: perceptions of learners' educators and community leaders in South Africa
5. A Scoping review on Lesbian, Gay, Bisexual, Transgender and Queer people school violence in Africa
6. The scourge of sexual violence against female student teachers in schools in Zimbabwe: nature, extent and effects
Part 3: School Violence in Townships
7. Learners' concern for safety: the impact of violence in South African Black township schools
8. Educators' insights on youth delinquency in South African black township schools: a case study of Khayelitsha
Part 4: Addressing School Violence Through Curriculum
9. Silenced learning outcomes results of violence in South African Schools: self-study of school teachers
10. Educating for peace: exploring the role of curriculum in school violence prevention
11. Mitigating school violence through the teaching of Ubuntu/Unhu in education
Part 5: Measures to Combat School Violence
12. Utilising the school club approach to mitigate school violence: a case study of Africa Unite School Clubs
13. Exploring strategies to address school violence in Zimbabwe
14. Integrating anti-bullying strategies as violence prevention within the regulations for governing bodies: a participation-based framework for practice
15. Role of school governing bodies in curbing school violence in South Africa
16. Organised labour in the curtailment of school violence
Conclusion: Using African Epistemologies in Changing Landscape of School Violence
