Turnaround Learner Discipline Practices through Epistemic Social Justice in Schools

Autor/in	Lumadi, Rudzani Israel
Titel	Turnaround Learner Discipline Practices through Epistemic Social Justice in Schools
Quelle	In: Education as Change, 24 (2020), Artikel 4892 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lumadi, Rudzani Israel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Social Justice; Public Schools; Classroom Techniques; Discipline Problems; Teacher Attitudes; Epistemology; Educational Quality; Foreign Countries; Punishment; Secondary School Students; Secondary School Teachers; Bullying; Principals; Administrator Attitudes; Parent Attitudes; Multicultural Education; Unions; Professional Development; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Public school; Öffentliche Schule; Klassenführung; Lehrerverhalten; Erkenntnistheorie; Quality of education; Bildungsqualität; Ausland; Bestrafung; Sekundarschüler; Mobbing; Principal; Schulleiter; Elternverhalten; Multikulturelle Erziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Researchers claim that learner discipline has continued to be a problem in schools since corporal punishment was outlawed in public schools in South Africa. It is evident that teachers have a vital role to play in the improvement of learner discipline in schools. An interpretivist qualitative approach was adopted to investigate learner discipline practices as perceived by teachers in South African public schools. A sample of 10 (3 principals, 3 teachers, 3 parents and 1 learner) participants was used for the study. Social justice theory was used as a lens to consider the process of humanising learner discipline practices in terms of human rights. The article investigates how learner discipline practices can be turned around through epistemic social justice to influence the quality of teaching and learning in schools. The findings revealed that in South Africa there are no effective learner discipline practices. There is a need for education authorities to introduce compulsory training and development programmes for aspiring teachers to be equipped with new strategies to deal with learner discipline through a social justice approach. Social justice theory was used as a tool to address learner discipline practices in selected schools. It was recommended that there be more parent involvement in decision-making to consider a policy of transforming learner discipline practices to deal with the inequality and injustice in schools. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01