Forty students, consisting of boys and girls, participated in the human rights learning program conducted by the researcher. The data was obtained mainly through the participation of students in the activities of the Learning Program for Human Rights. Based on the data, student profiles were compiled highlighting the categories and nature of the violations they experienced.
CRITICAL INCIDENT AS IDENTITY SHAPER
He was devastated, especially by the fact that he was defeated by one point by a student who, in his opinion, was not committed to his school work. Two days before the annual awards ceremony, the head of department quietly informed me that he had discovered an error in Vee's exam paper while he was moderating the exam scripts. This was during the apartheid era and the term 'violation' did not occur to me because human rights teaching was not part of the syllabus.
INTRODUCTION TO CURRICULUM 2005
An initial act towards this change was the introduction of the country's first democratic constitution in 1996, which includes the Bill of Rights. Against this backdrop of transformation, outcome-based education, which aimed to eradicate past inequalities and discriminatory practices, was implemented in grade seven at my school in 2000. The Constitution and Bill of Rights became an integral part of grade seven. learning program. I was tasked with teaching five out of the eight learning areas to my class of forty students.
CRITICAL QUESTION
THE IMPORTANCE OF THE STUDy
CONCLUSION
In my teaching career, I have noticed many things that happen in schools that are not in the "best interest of the child". One of these is the violation of children's rights. Perhaps through these types of studies, it is possible to gain insight into why such events sometimes occur, despite the guidelines written into state law. Since the advent of democracy 111 South Africa and the introduction of the first democratic constitution in 1996, many changes have taken place.
SOUTH AFRICA' S OBLIGATIONS UNDER
The government has emphasized the development of policies to redress the effects of the legacy of apartheid. After the human rights violations of the apartheid era, social justice seems to be deeply entrenched in the constitution. This is one of the hallmarks of interpretive research, the approach used in this study (Cohen and Manion, 1997:37).
In addition, the Human Rights Program was implemented in the third and subsequent semesters of the school year, allowing the development of trust in our relationship. This was done based on the nature, uniqueness, and severity of the student's experiences. The human rights curriculum included an understanding of the Bill of Rights in the Constitution.
In this theme, the above data will be used to describe teachers' threats to use violence and the practice of violence. His mother had visited the school and complained to the principal about the teacher's behavior when she heard about the incidents from a child in the neighborhood. Black students who felt offended complained about the following racist attitudes and remarks from some teachers.
Duncan (cited in Vally and Dalamba, 1999:5) believes that racism in the school system will not disappear simply because schools have become desegregated. Garbarino et al. emphasize the crucial importance of the role of the school as a care environment. Mr. Spikes called me to the front of the class and began undoing the buttons on my dress.
She further claims that South Africa is one of the most violent societies on earth. There was a development of broader gender patterns in terms of the frequent use of violence by male pupils to solve problems.
MOVING TOWARDS MAKING A DIFFERENCE
CHANGE AND SOCIAL JUSTICE
The South African Human Rights Commission (SAHRC) supports social justice by promoting and supporting a culture of human rights. It also promotes the protection, development and achievement of human rights and monitors and assesses the observance of hwnan rights (Bhana, 1999: 19). The SAHRC also sees education as a transformative means of achieving social justice and thereby hopes that the exercise of human rights will permeate all aspects of South African life.
CONCLUSION
Bhana (1999:20) is of the opinion that "the adherence to social justice contracts may have been a good part of the creation of democracy in 1994, but its survival may require deeper action. In light of this, this the study will examine people's rights in relation to violence, racism, religious intolerance and sexual harassment. It also describes the 2005 Curriculum and the Human Rights Learning Programme, as well as the ethical guidelines respected.
THE STUDY SITE
Part three of the survey outlines where the survey was conducted; in this connection, it provides a description of the sample used, data sources and method. In this article, social worker Shashika Samlall of the Phoenix Child and Family Welfare Society states that 25% of the society's cases involve child abuse and neglect. Student absenteeism is high and there were occasions when members of the public brought students back to school.
THE STUDY SAMPLE
As a result of the large amount of time spent with the sample group, establishing rapport and trust in the relationship made the students honest informants. After the first part of opportunity sampling lessons, i.e. responses to worksheets, group discussions, drama, writing and art work, was completed, a purposive sample was selected from the opportunity sample. Focus group sessions were then held, students were interviewed and counseled where necessary as part of the Life Orientation (LO) lessons.
CURRICULUM 2005 AND THE HUMAN RIGHTS LEARNING
Teaching the other learning areas alongside the sample group enabled me to become more involved in personal observations and allowed for long periods of interaction with the pupils. The Human Rights Learning Program was conducted with the opportunity sample of forty trainees. Human rights form part of the HSS, LO and LLC learning areas, but in this report the emphasis will be placed only on Human and Social Sciences.
DATA SOURCES AND METHOD USED
- INTERVIEWS
- PERSONAL OBSERVATIONS AND EXPERIENCES
- PUPILS' WRITINGS
- ARTWORK
- WORKSHEETS
- THE ANALYSIS OF DATA
We tabulated the data to show a list of students and the categories of violations they experienced. Fourteen categories of violations emerged, which include violations of students' rights by teachers and classmates. This information facilitated the development of comparisons and significant differences in the nature of offending between boys and girls.
ETHICAL CONSIDERATIONS
This approach was used because I believed that the subjective experiences of these students were real and should be taken seriously. Triangulation can be defined as the use of two or more methods of data collection in the study of human behavior. Therefore, in a way, I also functioned as an instrument for data collection and triangulation of data.
CONCLUSION
The first theme is based on violence. Two subthemes emerged from the data: threat of corporal punishment and corporal punishment. The home seems to be part of a cycle in which children are socialized to use violence to resolve differences. In light of this, the impact of the use of violence on boys develops patterns that not only perpetuate the use of violence, but also shape the gender maps of boys and girls.
His right to privacy was also violated because section 14 of the Bill of Rights states,. 34; We have to ask why beating has become such an ingrained part of our society." Therefore, the teacher's attitude regarding the use of violence cannot be emphasized. used to arrive at school about ten minutes late.
Due to the context in which it is used, no in-depth analysis of the drawing is carried out. This gesture could be strengthened if it became part of the school's code of conduct and school policy. She also says that she doesn't like what's happening to her and the other girls, saying "Don't touch us!".
This was probably due to the position he held and the power associated with his position that he seemed to exploit. Nevertheless, the effect of the harassment on Preeta was as serious as sexual abuse. Wolpe et al. (1997:70) believe that this type of gender inequality exists because.
In documenting the nature of seventh grade students' experiences of human rights violations by teachers in the study site, four main themes and subthemes were interrogated. Regarding violence, it was found that more boys than girls experienced threats and acts of violence. More male than female teachers tended to use both threats of violence and acts of violence to solve problems.
The relationship between students from the two different racial groups can be considered good. One of the reasons for this was that there was a close bond between them due to their interaction with each other which began in the first year of starting school. Despite the laws in the country's constitution, some teachers still tended to violate students' rights, both knowingly and without realizing that they were violating students' rights.
This was because they either did not take human rights seriously or had not made the transition from the methods used to teach and discipline students in the apartheid era, in Curriculwll 2005. Many words were devoted to human rights, especially when they commemorated Human Rights Day every year, but this hardly affected the child's life at school. Human rights must become an important and integral part, not only of South African law, but also of South African society. 2000) Education, Race and Human Rights in South Africa.
Human Rights Watch (2001) Scared at school: Sexual violence against girls in acid African schools. The Family: Cradle of Violence in South Africa in S.R. Children and youth at risk in the 21st century. You think it's so funny when you do things that it's not funny when you throw things on the floor when you spit.
