Ecosystematic and socio-cultural perspective in understanding learner bullying behaviour in two township primary schools in Gauteng

Abstract

In today's education system, learners from diverse cultural, religious and socio-economic backgrounds present various emotional and behavioural challenges. Such challenges are further compounded by differences in gender orientation, ethnicity and ability. This study aimed to identify the ecosystemic and socio-cultural factors that contribute to the prevalence of bullying in schools. The study utilised the Bronfenbrenner bio-ecological systems theory and Vygotsky's socio-cultural theory as a lens to understand the factors that influence bullying and its management in schools. An interpretivist research paradigm and qualitative approach were adopted in this study guided by a case study design. The study employed purposive sampling to gather data from a sample of participants comprising two principals, two Heads of Department, four Grade 7 teachers, two School Governing Body members (SGB), and twelve Grade 7 learners aged between 10 to 13. Purposive sampling ensured that participants were selected due to their diverse cultural and religious backgrounds. The area of study was two primary schools in Diepsloot Township, which is located in Johannesburg North Region. Diepsloot was selected because of its diversity. According to the study's findings, school bullying is influenced by various factors within the ecosystem and socio-cultural context. These factors encompass peer relationships, family dynamics, community norms and school policies. Moreover, the study emphasises the intricate interplay between these factors and their contribution to the prevalence of bullying in diverse settings. Furthermore, the study revealed that both boys and girls experience some form of bullying; however, they engage in bullying behaviours differently. The study recommended a holistic approach to managing bullying effectively, which entails collaboration between schools, families and communities to create a safe and inclusive environment for all students.

In die huidige onderwysstelsel kom verskeie emosionele en gedragsuitdagings by leerders uit diverse kulturele, godsdienstige en sosio-ekonomiese agtergronde voor. Hierdie uitdagings word verder vererger deur verskille in geslagsoriëntasie, etnisiteit en bevoegdheid. Die studie was daarop gemik om die ekosistemiese en sosiokulturele faktore te identifiseer wat tot afknouery (boeliegedrag) in skole bydra. Die studie het Bronfenbrenner se bio-ekologiese stelselteorie en Vygotsky se sosiokulturele teorie as lens gebruik om die faktore te verstaan waardeur afknouery en die bestuur daarvan in skole beïnvloed word. ’n Vertolkende navorsingsparadigma en kwalitatiewe benadering is vir hierdie studie aanvaar en die studie is deur ’n gevallestudie-ontwerp gerig. Doelgerigte steekproefneming is gebruik om data in te samel. Die deelnemers het bestaan uit twee skoolhoofde, twee departementshoofde, vier Graad 7- onderwysers, twee lede van skoolbeheerliggame en 12 Graad 7-leerders tussen die ouderdomme van 10 en 13 jaar. Doelgerigte steekproefneming het verseker dat deelnemers op grond van hul diverse kulturele en godsdienstige agtergronde gekies is. Die studiegebied was twee primêre skole in die Diepsloot-dorpsgebied wat in die Johannesburg-Noord streek geleë is. Diepsloot is gekies op grond van sy diversiteit. Volgens die studiebevindinge, word skoolafknouery deur verskeie faktore binne die ekosisteem en sosiokulturele konteks beïnvloed. Hierdie faktore sluit portuurverhoudings, gesinsdinamika, gemeenskapsnorme en skoolbeleide in. Daarbenewens beklemtoon die studie die ingewikkelde wisselwerking tussen hierdie faktore en hul bydrae tot die voorkoms van afknouery in diverse omgewings. Die studie het voorts ook openbaar dat beide seuns en dogters die een of ander vorm van afknouery ervaar, maar dat daar ’n verskil is in die manier waarop hulle met afknouery omgaan. Die studie het ’n holistiese benadering aanbeveel ten einde afknouery doeltreffend te bestuur. Dit behels samewerking tussen skole, families en gemeenskappe om ’n veilig en inklusiewe omgewing vir alle leerders te skep.

Uhlelo lwesimanje lokufunda luhlanganisa, abafundi abasuka ezindaweni ezahlukene ngokwamasiko, ezenkolo kanye nezenhlalo-mnotho futhi bafika nezinselelo ezehlukene ngokwemizwa nokuziphatha kwabo. Lezi zinselelo zidalwa nawukwehluka ngokuzizwa ngokobulili, ubuzwe kanye nekhono lokwenza izinto. Lolu cwaningo beluhlose ukuhlonza umthelela wendlela yokuphila nenhlalo ngokwesiko okwenza izingane zivukwe ubuqhwaga ezikoleni. Lolu cwaningo lusebenzise itiyori ka-Bronfenbrenner ebheka ubudlelwane bengane nomzali kanye netiyori ka-Vygotsky ebheka inhlalo ngokwesiko njengendlela yokuqonda imithelela edala ubuqhwaga kanjalo nendlela yokubhekana nalobu buqhwaga ezikoleni. Lolu cwaningo lwenziwe ngokuthi kusetshenziswe indlela yokuhlola iqophelo lokuthi abantu basiqonda ngokunjani isimo, kwaphinda kwasetshenziswa imibhalo ecwaningiwe. Ucwaningo lusebenzise amasampula ukuze kuqoqwe idatha kubabambiqhaza abahlanganisa othishanhloko ababili, izinhloko zomnyango ezimbili, othisha abane Bebanga lesi-7, amalungu amabili esigungu esimelele isikole (SGB) kanye nabafundi abayi-12 Bebanga lesi-7 abaneminyaka ephakathi kweyi-10 kuya kweyi-13 ubudala. Ukuthathwa kwesampula kuye kwaqinisekisa ukuthi ababambiqhaza bakhethwa ngenxa yokwehluka kwabo ngokwamasiko nezenkolo. Indawo okubanjelwe kuyo ucwaningo bekusezikoleni ezimbili zamabanga aphansi elokishini e-Diepsloot, esifundeni esiseNyakatho yeGoli. I-Diepsloot ikhethwe ngenxa yokuhlukahluka kwabantu abayakhele. Ngokwemiphumela yalolu cwaningo, ubuqhwaga ezikoleni budalwa yimithelela eminingi eyahlukene ngokwendlela yokuphila nenhlalo ngokwesiko. Le mithelela ifaka phakathi ubudlelwane kontanga, ukuhluka kwezinto emindenini, izinkambiso zomphakathi kanye nenqubomgomo yezikole. Ngaphezu kwalokhu, lolu cwaningo lugcizelela ukusebenzisana ekubhekaneni nale mithelela kanye negalelo layo ekusabalaleni kobuqhwaga ezindaweni ezahlukahlukene. Okunye futhi ukuthi, ucwaningo luveze ukuthi abafana namantombazane baye babhekane nezinhlobo ezithile zobuqhwaga; ngenxa yalokhu-ke, ihlukile nendlela ababhekana ngayo nalobu buqhwaga. Lolu cwaningo luncome indlela ehlanganisa konke yokubhekana kahle nobuqhwaga, ezohlanganisa ukubambisana phakathi kwezikole, imindeni kanye nemiphakathi ukuze kwakheke sibe nendawo ephephile futhi ebandakanya abafundi bonke.