The imperative themes that emerged from the data analysis procedure are outlined in the results chapter, and it is evident from the participants' responses that issues of masculinity, gender role socialization, male identity formation and peer pressure are significant contributing factors influencing the prevalence of violence in South African secondary schools. The purpose of this study is therefore to investigate male youths' experiences of violence in an urban, private secondary school in KwaZulu-Natal.
THEORETICAL LOCATION OF THE STUDY
The ecosystemic theory
The individual's functionality in this system of violence is linked to and dependent on the interaction between a number of subsystems, including the family environment, the school structure and the wider society. In this way, questions about violence in schools and within the individual can be assessed in relation to the family, school, society and the individual.
Related literature
- Masculinity
- Gender
- Peer pressure
This qualitative study of male adolescent experiences of violence in high school can ideally be situated within an ecosystemic framework of study where the precise meaning of violence within the respective systems can be explored. We refer to this practice of establishing the masculinity of male youth as hegemonic masculinity, and we will also examine it in terms of its contribution to violent conflict in high school.
STATEMENT OF THE PROBLEM
Primary research question
Secondary research question
AIMS OF THE INVESTIGATION
Primary aim
Secondary aim
CLARIFICATION OF TERMINOLOGY
- Adolescent
- Violence
- Learner
- Educator
- Secondary school
- Private school
The exact boundaries of the secondary education phase vary from country to country, but for the purpose of this study it is implicitly associated with learners in grades 8-12. For the purpose of this research, private school refers to an urban, secondary educational institution in Kwazulu-Natal that is privately owned and operated.
RESEARCH DESIGN AND METHODOLOGY
Research design
For the purpose of this investigation, the term refers exclusively to teachers who are in the middle stage of their studies in private schools. Princeton University (www.cogsci.princeton.edu/cgi-bin/webwn, accessed July 2, 2005) defines a private school as one that is privately established and controlled and supported by funds and tuition.
Research methodology
- Sample
- Data collection and analysis
Ethical considerations
DELIMITATION OF THE STUDY
COURSE OF STUDY
Rather, the findings will merely highlight a small cross-section of data involving male adolescents' experiences of violence in secondary school. Chapter five will give a general overview of the findings regarding the experiences of violence among male adolescent learners in the secondary education sphere.
CONCLUSION
Chapter four will present the results of the study and highlight the experiences of violence among various male adolescents.
CHAPTER TWO
VIOLENCE: A THEORETICAL PERSPECTIVE
INTRODUCTION
To effectively understand the diverse nature of violence and its various components and implications, the phenomenon cannot be fully unpacked in terms of a single definitive statement. The concept of violence and its inherent complexities and components are clarified in the following section.
WHAT IS VIOLENCE?
On the other hand, interpersonal violence includes acts of violence that are deliberately directed against a specific individual, resulting in an invasion of the individual's personal space and rights. These require simultaneous and fundamental attention at the micro and macro level to address the social, psychological and biological determinants and consequences of all forms of violence (Seedat.
THE ECOSYSTEMIC FRAMEWORK
- Introduction
- Ecosystemic theory
Each part has equal importance in the system and collectively ensures the continued existence and endurance of the system as a whole. In essence, different levels and groupings of the social context are considered as 'systems', where the functioning of the whole depends on the successful interaction of all the elements (Donald, et al.
THE ECOSYSTEMIC CYCLE OF VIOLENCE
- Introduction
- Interacting systems: Identifying the cause of violence
- Levels of association
- Socio — environmental context and economic depravity
- Community context
- The school
- Family context
- The individual
Essentially, the accumulation of toxins in the physical context therefore has a direct impact on the cognitive, social and emotional development of the individual (Garbarino, 1998: 55). In this way, the use of violence is tolerated and becomes a mechanism in which the individual involved in the destructive pattern of behavior is inherently a crucial part of the pathological manifestation.
SOUTH AFRICA: A CULTURE OF VIOLENCE
- Introduction
- Adolescent violence in South African secondary schools
These complex trends of violence in South Africa essentially embody the very heart of the national society and have become socio-culturally embedded in the norms, beliefs, values and social structures of our humanity. These aspects discussed relate to socio-environmental, political, socio-economic and cultural concerns that influence the manifestation of violence in South African society. In essence, therefore, violence has become a natural phenomenon in South African society with incredibly destructive capabilities.
These barriers to learning embody real and established fears experienced by students in schools in South Africa and are in conflict with the South African Constitution (Constitution of RSA, 1996: Act 108) and Bill of Rights (Constitution of RSA, 1996: Act 108) . ) which contain various strategies and rights applicable to a safe educational environment that promotes effective teaching and learning (Prinsloo, 2005: 5). Furthermore, the prominence and prevalence of violence in South Africa and within the South African education system places young people in an extremely fragile situation, as positive emotional, social and educational development is essential at this stage and can be severely limited through the existence of civilians. conflict and the continued reverberation of violence in their lives. Dawes suggests that as young people in South African schools are constantly exposed to acts of violence, they are likely to be induced into a process of learning and imitation, culminating in the acceptance of violent behavior as a dominant and normal way of resolving conflict.
CONCLUSION
Africa, and especially in KwaZulu-Natal, is threatened by intolerance and violence, as historically constructed gender inequalities, which situate men as having to make important decisions, possess physical toughness, resolve disputes through physical violence and make the best leaders, constantly convey messages that reinforces behavior based on hostility, machismo and existing gender inequalities. Rather than waiting until violence is learned and practiced and then devoting more resources to hiring policemen, building more prisons, and sentencing three-time offenders to life in prison, it would be more effective to direct the resources to early violence prevention programs redirect, especially for young children and adolescents.
CHAPTER THREE
RESEARCH DESIGN AND RESEARCH METHODOLOGY
- INTRODUCTION
- PROBLEM STATEMENT
- RESEARCH AIMS
- RESEARCH DESIGN
- Introduction
- The qualitative research approach
- METHODOLOGICAL STRATEGY
- Introduction
- The sample
- Data collection process
- Recontextualisation and literature control
- Ethical considerations
- LIMITATIONS OF THE STUDY
- CONCLUSION
Truthfulness: This aspect determines whether the researcher has gained confidence in the reality of the findings for the participants and the context in which the study took place. In order to increase the credibility of the study, the process of triangulation was affected. As a result, the researcher's integrity and credibility regarding independence and neutrality were upheld at all times throughout the duration of the study.
The primary reason that motivated the choice of the school in question was that the researcher was an educator at the school and was therefore in close contact with learners in the institution. The duration of the interviews varied between 15 and 30 minutes and the participants' answers to the research question were audio-recorded and transcribed later in the research process (Appendix B). Signed consent forms were received from the participants, parents/guardians and Principal of the school (Appendix E and F).
CHAPTER FOUR
RESULTS AND DISCUSSION OF THEMES
- INTRODUCTION
- RESULTS
- DISCUSSION OF RESULTS
- Masculinity and power as a societal influence on violence
- Violence underpinned by male identity formation and gender-role socialisation in schools
- CONCLUSION
In reviewing the responses, it was particularly evident that most participants had been unwittingly socialized into a 'culture' and system of violence that historically sanctioned and normalized aggressive behavior and destructive tendencies as natural and 'masculine'. This violence is excessively pronounced and physically and psychologically affects large segments of the population. These responses point to the fact that appropriate masculine and masculine behavior and conflict resolution is in asserting male individual dominance and power.
At this formative age, it is very easy for students to develop the view that the formation of male identity is related to aggression and violence as means of establishing themselves in the eyes of men. Once again, the pressure exerted on individuals to conform to 'macho' behavior appears to be intense and participants felt the need to behave aggressively in order to uphold their social standing as part of the group. 'popular'. The three themes derived from an analysis of participant responses, which include issues of masculinity, male identity formation, and peer pressure, represent salient subsystems within an ecosystemic assessment and description of adolescent male behavior within the realm of secondary education in Africa. of the South.
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
- INTRODUCTION
- CONCLUSIONS
- RECOMMENDATIONS
- A system of Pastoral Care
- The Health Promoting School
- A systemic solution
- RECOMMENDATIONS FOR FURTHER RESEARCH
- SYNTHESIS
Cowie and Pecherek consequently identify the importance of a pastoral care system as a key in the establishment of the school's ethos. In this regard, issues of male dominance and aggression will not inadvertently be supported and endorsed, both by the school's culture and through its teachers and. Provision of help, guidance and support for the establishment of an effective functioning of children in school.
To achieve this ideal, all members of the school must appreciate what is essential to the institution and participate in the achievement and implementation of this ideal. Strengthening community action and participation: This includes formulating strong links with the local community, promoting greater community participation in the life of the school. In relation to issues of conflict and violence, the concept of the health promoting school is extremely applicable and should be used and implemented by principals and educators in every South African school.
BIBLIOGRAPHY
Causes of girls' academic underachievement: The influence of teachers' attitudes and expectations on high school girls' academic performance. 34; Be in no doubt there is fear in the land" An exploration of the ongoing cycles of violence in South Africa. The cycle of loss, grief and violence as it plays out in the lives of urban youth.
Boys, Gangs, and the Making of Masculinity in the White High Schools of Natal Masculinities, 2, 2. Death and Transformation: The Restorative Power of Violence in the Lives of Young Black Inner-City Gang Members. Safety perceptions and feelings of students in three suburban schools in the Western Cape.
APPENDIX A: INTERVIEW QUESTION
APPENDIX B: INTERVIEW TRANSCRIPT (CROSS-SECTION)
I gave an oral yesterday and during my oral Martin was like before saying sounds and stuff Sir. It was like..and then after that, when I went to sleep last night, I was like..Are you stupid.
APPENDIX C: APPLICATION FOR RESEARCH CLEARANCE FROM THE DEPARTMENT OF EDUCATION
APPENDIX D: ETHICAL CLEARANCE APPROVAL NUMBER FROM THE UNIVERSITY OF KWAZULU-NATAL
UNIVERSITY OF
KWAZULU-NATAL
APPENDIX E: LEARNER AND PARENT/GUARDIAN CONSENT FORM
I also understand that I can withdraw from the study at any time and that this will not result in any form of disadvantage. I understand that his real name will not be used in any record and that his answers will be treated confidentially. I also understand that I can withdraw from the study at any time and that this will not result in any form of disadvantage.
APPENDIX F: PRINCIPAL CONSENT FORM
