Corporal Punishment Contestations, Paradoxes and Implications for School Leadership: A Case Study of Two South African High Schools

Autor/inn/en	Makhasane, Sekitla Daniel; Chikoko, Vitallis
Titel	Corporal Punishment Contestations, Paradoxes and Implications for School Leadership: A Case Study of Two South African High Schools
Quelle	In: South African Journal of Education, 36 (2016) 4, Artikel 1316 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Makhasane, Sekitla Daniel) ORCID (Chikoko, Vitallis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Case Studies; High School Students; Punishment; Foreign Countries; Civil Rights; Activism; Interviews; Principals; Administrator Attitudes; Socialization; Qualitative Research; Instructional Leadership; Teacher Attitudes; Student Attitudes; Secondary School Teachers; Violence; South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bestrafung; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Aktivismus; Politischer Protest; Interviewing; Interviewtechnik; Principal; Schulleiter; Socialisation; Sozialisation; Qualitative Forschung; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerverhalten; Schülerverhalten; Gewalt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The continued use of corporal punishment in some South African schools and the reasons advanced for it make this subject topical even now, twenty years after the abolition of this practice. Corporal punishment is a worrying issue among human rights activists and scholars. This paper reports on contestations and paradoxes regarding the use of corporal punishment arising from a qualitative study in two high schools, and the implications thereof for school leadership. Data was generated through interviews with the principals, selected teachers and learners. These participants were purposively selected with the understanding that they were information-rich regarding the issues at stake. The paper was informed by a two-pronged theoretical framework, involving the social learning and distributed leadership theories. The former was adopted to seek explanation regarding the use of corporal punishment, while the latter served as a lens through which to draw implications for school leadership. Findings show that on the one hand, some community members at the two schools saw corporal punishment as an acceptable, tried and tested disciplinary measure, and that on the other hand, it is viewed as a form of violence, and a thing of the past. Overall, it seemed that the two schools were failing to root out the use of corporal punishment. The paper argues leadership to be the missing link in the two schools' apparent failure, and that the stronger and more distributed leadership was, the more likely corporal punishment would be to be eradicated, and other disciplinary means practised. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01