The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: Towards a strategy for Peace Education implementation
| dc.contributor.advisor | Mavuso, M P | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Mkhomi, Moses Sipho | en |
| dc.date.accessioned | 2026-08-14T01:45:17Z | |
| dc.date.available | 2026-08-14T01:45:17Z | |
| dc.date.issued | 2016 | en |
| dc.description.abstract | School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director. | en |
| dc.format | 242leaves | en |
| dc.format | en | |
| dc.identifier.citation | Mkhomi, Moses Sipho. 2016 | en |
| dc.identifier.other | vital:29183 | en |
| dc.identifier.other | http://hdl.handle.net/10353/5282 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4795 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | School violence School discipline -- South Africa -- Johannesburg School crisis management -- South Africa --Johannesburg | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | School violence | en |
| dc.subject | School discipline -- South Africa -- Johannesburg | en |
| dc.subject | School crisis management -- South Africa --Johannesburg | en |
| dc.title | The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: Towards a strategy for Peace Education implementation | en |
| dc.title.alternative | The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: Towards a strategy for Peace Education implementation | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | Degree | en |