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2024 | OriginalPaper | Buchkapitel

24. Schools as Agents of Change: Impacts of Restorative Circles at Mbambangwe School in KwaZulu-Natal, South Africa

verfasst von : Sibusisiwe Mlambo, Jean Chrysostome K. Kiyala

Erschienen in: Climate Change and Socio-political Violence in Sub-Saharan Africa in the Anthropocene

Verlag: Springer Nature Switzerland

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Abstract

The exposure of children to all forms of violence has resulted in schools becoming sites of violence. This kind of violence is embedded in the broader South African society. The problem is that South Africa is perceived as a violent country, and schools are subsequently violent places. Since 1994, efforts have been made towards ending violence in schools, but more attention has been given to halting corporal punishment. While punitive sanctions are predominantly the most utilised response to violence in the broader South African society, restorative justice approaches as a means of handling school violence and peace-building has been lacking. Very little has been done vis-à-vis rebuilding and restoring interpersonal relationships that were destroyed many years ago through colonisation and apartheid. Ongoing violence is experienced in the educational environment that some tie to past legacy of institutionalised violence that characterised the Apartheid regime. The target population was Grade 9 learners in 2019 who were going to Grade 10 in 2020. The study aimed to establish the most effective strategy for curbing school violence. Interviews were conducted with teachers, learners, parents, School Governing Body (SGB) members and community stakeholders. The findings revealed that restorative justice and Ubuntu ethics are principles that can be used to address school discipline issues in order to avert learners’ violent behaviours. The inquiry further found that non-violent conflict resolution mechanisms have the potential to settle disputes between learners and learners and teachers constructively, and lead to the restoration of relationships between affected parties. Issues around trust between parents and learners, open channels of communication between the parents and their children and encouraging good working relationship between learners, parents and teachers are paramount to building peace and transforming the school environment – making it peaceful and conducive to learning.

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Titel: Schools as Agents of Change: Impacts of Restorative Circles at Mbambangwe School in KwaZulu-Natal, South Africa
verfasst von: Sibusisiwe Mlambo
Jean Chrysostome K. Kiyala
Verlag: Springer Nature Switzerland
Buch: Climate Change and Socio-political Violence in Sub-Saharan Africa in the Anthropocene
Print ISBN: 978-3-031-48374-5

Electronic ISBN: 978-3-031-48375-2

Copyright-Jahr: 2024
DOI: https://doi.org/10.1007/978-3-031-48375-2_24