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A restorative approach towards school discipline and behavioural conduct in South African schools: a case study

Show simple item record Buys, Irma 2019-06-28T08:00:35Z 2019-06-28T08:00:35Z 2018-09
dc.description.abstract Misconduct, antisocial and offending (criminal) behaviour is becoming a problem in South African schools and maintaining discipline in schools is facing many challenges. Current practices do not solve disciplinary challenges. This study reflects upon the discipline system in South African schools as well as risk factors playing a role in possible offences, by means of a case study. An enormous number of learners are still experiencing difficulties concerning their education because of their disadvantaged position in South Africa. In cases where there are disruptions of the learning process due to ill-discipline and antisocial behaviour, it leads to unsuccessful education in a country where there are already obstacles underlying the foundation of the education system. It is important to have an effective disciplinary system implemented in schools. The discipline system in South African schools, currently, views a learner as an offender, when behaviour is such that it is against the school’s rules. The focus is then on proving the offender guilty and then punishing him/her in order to proof that responsibility is taken by the school for his/her actions. The learner punished, in some cases rebel and this leads to further divergent behaviour. In the current school discipline system, the victim plays no role in the process and the changes needed in the discipline process should include the victim. The discipline process should move from a punitive to a restorative system. In a restorative discipline system, intervention plays an important role. The study also places focus on identifying possible risk behaviour at an early age and explored risk factors that may play a role in the management of discipline related concerns and conduct. This process plays a significant role in the intervention process, as learners can be identified and counselled before offending behaviour takes place or intervention can take place the moment that the learner is involved in deviant behaviour. Dynamic risk factors, for example antisocial friends, antisocial behaviour and lack of respect for authority can be addressed through restorative rather than punitive intervention. This study was also directed to develop a South African theoretical framework to be used by schools and the Department of Education, as an alternative to the current punitive system through the application of restorative practices as a support to troubled learners. en
dc.language.iso en en
dc.subject Anti-social behaviour en
dc.subject Static risk factors en
dc.subject Dynamic risk factors en
dc.subject School governing body (SGB) en
dc.subject Discipline en
dc.subject Restorative Justice en
dc.subject Restorative justice in schools en
dc.subject Community service en
dc.subject Victim/ Offender Mediation (VOM) en
dc.subject Multi–Inter-Trans-disciplinary (MIT) en
dc.title A restorative approach towards school discipline and behavioural conduct in South African schools: a case study en
dc.type Thesis en
dc.description.department Criminal and Procedural Law en

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