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A culture of violent behaviour in contemporary society: a socio-educational analysis

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dc.contributor.advisor Dicker, Anne Mari en
dc.contributor.advisor Prinsloo, Esme en DiGiulio, Robert C.,1949- en 2009-08-25T11:03:33Z 2009-08-25T11:03:33Z 2001-11 2001-11-30
dc.identifier.citation DiGiulio, Robert C.,1949- (2001) A culture of violent behaviour in contemporary society: a socio-educational analysis, University of South Africa, Pretoria, <> en
dc.description.abstract A study was undertaken to examine the culture of violent behaviour, with a focus on socialisation provided by schools and educators. The role of teachers in addressing and preventing student antisocial and violent behaviour in school was explored. Participant observations and in-depth qualitative research interviews were conducted in United States public schools from September, 2000 through August, 2001. Analysis of recorded and transcribed data from initial interviews and observations revealed five socio-educational factors that precluded student antisocial behaviour. These factors included: teachers' theoretical/practical orientation; teachers' attributions for success and failure; the quality of the teacher-student relationship; the importance of home and community; and the level of support available to teachers. Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican (Black) educators, from schools where violence was a serious problem were then conducted. Analysis of these qualitative interviews revealed four categories of educational dynamics that served to prevent violence, or moderate its severity: the teacher's qualities; the classroom context; the school context; and parental involvement and support. Within these four categories, nine specific factors were identified that served to prevent violent behaviour. These included: personal teaching efficacy; a caring teacher-student relationship; an academic activity orientation within the classroom; a sense of community within the classroom; obvious classroom ownership by the teacher; clear expectations that have been internalised by the students; support for teachers from administration; a supportive rather than threatening stance taken by police assigned to the school; and a high level of involvement by parents. The present study concluded that in addition to the socialisation fostered by a supportive, engaged classroom and school context, the teacher, acting with efficacy and caring, and working with parents and community, can prevent violent and antisocial behaviour. The study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, and medication), may be less effective than socioeducational measures in instilling prosocial behaviour. Guidelines for the prevention of violent and antisocial behaviour are provided, with recommendations forfuture research. en
dc.format.extent 1 online resource (vii, 196 leaves) : illustrations
dc.language.iso en en
dc.subject Classroom management en
dc.subject Student behaviour en
dc.subject Discipline en
dc.subject Violence en
dc.subject Student violence en
dc.subject Teacher efficacy en
dc.subject Antisocial behaviour en
dc.subject Violence prevention en
dc.subject Socialisation en
dc.subject School administration en
dc.subject.ddc 371.782
dc.subject.lcsh Students -- Attitudes en
dc.subject.lcsh School discipline en
dc.subject.lcsh School violence en
dc.subject.lcsh Teachers -- Attitudes en
dc.subject.lcsh Classroom management en
dc.subject.lcsh School management and organization en
dc.title A culture of violent behaviour in contemporary society: a socio-educational analysis en
dc.type Thesis en
dc.description.department Educational Studies en D. Ed. (Socio-Education) en

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