A Scholarly inquiry into disciplinary practices in educational institutions / / edited by Constance Benedicta Zulu, Izak J. Oosthuizen and Charl C. Wolhuter.

• TeilnehmendeR: Wolhuter, Charl C.,; Zulu, Constance Benedicta,; Oosthuizen, Izak J.,
• Place / Publishing House: Cape Town, South Africa : : AOSIS,, 2019.
• Year of Publication: 2019
• Language: English
• Physical Description: 1 online resource (362 pages)

This book is a collection of chapters based on original research dealing with issues of discipline and disciplinary practices in educational institutions. The aim of the book is to provide a scholarly and scientific perspective on the current state of discipline and disciplinary practices in schools...

Table of Contents

• Abbreviations, Figures and Tables Appearing in the Text xix
• List of Abbreviations xix
• List of Figures xx
• List of Tables xx
• Notes on Contributors xxi
• Foreword xxxi
• Chapter 1: The future is upon us: Discipline in early 21st-century schools, with special reference to South Africa 1 Johannes (Hannes) L. van der Walt & Charl C. Wolhuter
• Abstract 1
• Introduction and problem statement 2
• Conceptual and theoretical framework 8
• The contribution of the prevailing sociopolitical conditions in South Africa in general, and in schools in particular, to the collapse or lack of discipline in schools 11
• The contribution of global and local conditions and developments to the collapse or lack of discipline in schools 13
• The exploitation of natural resources 13
• The recent population explosion and changing demographics 14
• The rise of neoliberalism in education 16
• Science and technology: The technological revolution 19
• Political trends: Demise of the nation state and the shifting of the locus of power in two opposite directions 20
• Religious and life-conceptual trends: The persistent presence of religion, multicultural diversity, the values revolution and the rise of the Creed of Human Rights 21
• Internationalisation and globalisation 22
• Discussion 23
• Concluding remarks 25
• Chapter 2: Interactive relational dynamics as experienced by learners involved in bullying incidents in three South African secondary schools Ansie E. Kitching, Bianke van Rooyen & Zahraa McDonald 27
• Abstract 28
• Introduction 28
• Problem statement 30
• Theoretical framework 32
• Contextualising the research 33
• Research design and methodology 34
• Presenting the findings 35
• Interactive patterns in the teacher-learner relationships 36
• Interactive patterns in the learner-learner relationships 37
• Interactive patterns in the context of conflict 38
• Discussion of the findings 40
• Conclusion 44 - -Acknowledgements 44
• Chapter 3: Teachers' and learners' perceptions of alternatives to corporal punishment: A human rights perspective Michael L. Marumo & Connie B. Zulu 45
• Abstract 45
• Introduction and background 46
• Discipline and the implementation of alternatives to corporal punishment 49
• Problem statement 52
• Aims of the study 53
• Theoretical-conceptual framework 53 - -Research design and methodology 55
• Research design 55
• Methodology 55
• Participant selection 55
• Data collection 56
• Data analysis 57
• Issues of trustworthiness 58
• Ethical considerations 58
• Findings and discussion 59Perceptions regarding the implementation of alternatives to corporal punishment 59
• Perceptions regarding the effectiveness of alternatives to corporal punishment 62
• Discussion 65
• Conclusion and recommendations 66
• Chapter 4: Teachers' and learners' perceptions of the effect and effectiveness of corporal punishment as learner discipline practice in Botswana public secondary schools Amos T. Thebenyane & Connie B. Zulu 67
• Abstract 68
• Introduction 68
• Problem statement 70
• Conceptual-theoretical framework 71
• Corporal punishment 72
• The effect of corporal punishment 75
• The effectiveness of corporal punishment 77
• Research design and methodology 77
• Design 77
• Methodology 78
• Selection of participants 78
• Data collection 79
• Data analysis 79
• Ethical considerations 80
• Trustworthiness 80
• Findings and discussion 81
• Teachers' perceptions on the effects of corporal punishment on learners 81
• Learners' perceptions on the effects of corporal punishment 82
• Teachers' perceptions on the effectiveness of corporal punishment on learner conduct 82
• Learners' perceptions on the effectiveness of corporal punishment on learner conduct 84
• Alternative disciplinary methods that might be effective in curbing learner indiscipline 85Conclusion and recommendations 86
• Chapter 5: A normative analysis of student misconduct at a Technical and Vocational Education and Training college in the Western Cape Louis J. Oosthuizen & Izak J. Oosthuizen 89
• Abstract 89
• Introduction 90
• Background 90
• Student misconduct 91
• Manifestation of misconduct in other countries 92
• Student misconduct in South Africa 93
• Conceptual-theoretical framework 94
• Research design and methodology 96
• Population, site selection and sampling 96
• Data collection strategies 97
• Data analysis 97
• Quantitative reliability and validity 97
• Qualitative trustworthiness 98
• Ethical considerations 98
• Findings 99
• Gender of respondents 99
• Position of respondents 99
• Campus 100
• The nature of student misconduct ranked 100
• Absenteeism 102
• Use of mobile phones 103
• Arriving late for class 103
• Unsatisfactory work 104
• Sleeping in class 104
• Disruptive behaviour 104
• Instigation 105
• Ill-mannered behaviour 106
• Narcotic substance abuse 106
• Alcohol abuse 106
• Illegal strikes 106
• Dishonesty during tests and exams 107
• Bullying 107
• Possession of pornographic material 107
• Harassment 107
• Factor 1: Deliberateness 108
• Factor 2: Negligence 109
• Factor 3: Indifference 110
• Summary of findings 111
• Discussion 111
• Chapter 6: Application of due process in ensuring fair learner disciplinary hearings Nicholus T. Mollo & Rika Joubert 113
• Abstract 113
• Introduction 114
• Purpose of this chapter 115
• Background 115
• Methodology 116
• Conceptualisation of learner disciplinary process 118
• Human rights and the learner disciplinary process 119
• Managing the disciplinary process 119Stakeholders in the learner disciplinary process 120
• Conceptualisation of due process 120
• Due process 121
• Procedural due process 122
• Substantive due process 122
• Practical application of due process 122
• Preliminary investigation 123
• Issuing notices that have sufficient information 128
• Disciplinary committee 129
• Conducting the hearing process 131
• Process of adjourning and considering the facts 135
• Reason must be given for the decision 136
• Right to appeal 137
• The model of the application of due process 137
• Service providers 138
• Capacity-building and training programmes 138
• Capacity-building and training manuals 139
• Theoretical and practical activities 139
• Conclusion 139
• Chapter 7: Disciplinary hearings: Legal principles and procedures Marius H. Smit 141
• Abstract 141
• Introduction 142
• Problem statement 143
• Research design and methodology 145
• The phenomenological design 146
• Law research from an Education Law perspective 147
• Findings of the phenomenological study 148
• Investigation and pre-hearing phase 149
• Preparation phase 149
• Disciplinary hearing phase 151
• Corrective measures and enforcement of discipline phase 153
• Adequacy of a school's code of conduct 154
• Uncertainties about the pre-hearing investigation and procedure 155
• Legal technicalities and preliminary objections 156
• Objections against charge sheets and notices of disciplinary hearings 157
• Substance and not form - The law does not require strict formalism in charge sheets 157
• Objections about insufficient time to prepare a defence prior to the hearing 159
• Strict proceduralism versus flexible procedural fairness 160
• Uncertainty about the roles and functions of persons involved in disciplinary hearings 161
• Procedural fairness 163
• Substantive fairness 165
• Reasonable determination of the appropriate corrective measures 166
• Conclusion and recommendations 168
• Chapter 8: The application of positive discipline at a Western Cape technical and vocational education and training college Louis J. Oosthuizen, Izak J.
• Oosthuizen & Andre van der Bijl 169
• Abstract 170
• Introduction 171
• Problem statement 173
• Conceptual and theoretical considerations 173
• Learning and behaviour modification within the context of vocational education 175
• Acceptance of positive discipline 178Methods of applying positive discipline 179
• Research design and methodology 182 Population, sampling and participant selection 183 Data analysis 184 Validity, reliability and trustworthiness 184
• Ethical considerations 185
• The occurrence of the application of positive discipline at a Technical and Vocational Education and Training college in the Western Cape 185
• Biographical detail 186
• Attributes of Technical and Vocational Education and Training lecturers that contribute to a positive, disciplined teaching and learning environment ranked 186
• Measures that contribute towards a positive, disciplined teaching and learning environment ranked 189
• The views and experiences of lecturers on positive student disciplinary measures 193
• Conclusion and recommendations 194
• Appendix A 197
• Questionnaire 197
• Section A: Biographical 197
• Section B: Lecturer attributes 197
• Section C: Application of disciplinary measures 198
• Chapter 9: The congeniality to sound learner discipline of the Finnish education system: Relevance for approaching learner discipline in South African schools Charl C. Wolhuter, Corene de Wet & Johannes (Hannes) L. van der Walt 199
• Abstract 200
• Introduction 200
• Learner discipline in schools: Correlates or determinants 202
• Learner discipline in South African schools and the need for a change in approach 204
• Finland: The emergence of a noteworthy education system 207
• The Programme for International Student Assessment studies 207
• Finland: An unlikely achiever 207
• The Finnish education system 209
• Form-giving social-contextual powers 210
• The education system: Historic development and current structure 211
• Reasons for the success of the Finnish education system 216
• What insights could be gleaned from the Finnish experience for the purposes of addressing shortcomings regarding discipline in the South African education system? 221
• What insights could be gleaned from the Finnish experience for the purposes of addressing shortcomings in school and classroom discipline in South Africa? 225
• Concluding remark 227
• Chapter 10: The neoliberal context and the demand for increased access as the Scylla and Charybdis for developing an agenda for the restoration of (student) discipline at South African universities Johannes (Hannes) L. van der Walt, Ferdinand J. Potgieter & Charl C. Wolhuter 229
• Abstract 230
• Introduction 230
• Students' right to (higher) education in the context of the Creed of Human Rights 234
• The rise of the Creed of Human Rights 235
• Human rights and higher education 237
• The historical roots of the elitist and exclusivist nature of the university 240
• The historical roots of the university 240
• The liberal-humanistic idea of a university 241
• The Humboldtian idea of the university as part of the national project 242
• The developmental university 243
• The ethnic-oriented developmental university 243
• The Africanist university 243
• The revolutionary university 244
• The current era 245
• The neoliberal economic societal context 246
• The neoliberal economic revolution and the university 247
• The stand-off between South African students' right to access to higher education and the current situation of South African universities 248
• Towards an agenda for the restoration of student discipline in South African universities 251
• What is meant by the term 'student discipline'? 251
• What does this term mean in a South African university context? 252
• Whose views regarding student discipline and good order should prevail in the attempt to restore student discipline? 252
• Whose duty is it to inculcate these values and norms in students at universities? 254
• Who should be held responsible and accountable for the enforcement of good discipline and order at universities? 254
• What are the implications of neoliberalism and of (the call for) increased student access to universities for student discipline at South African universities? 255
• Conclusion 256
• Chapter 11: The turn to positive discipline in education: Existentialist and other contributions Johannes (Hannes) L. van der Walt, Izak J. Oosthuizen & Charl C. Wolhuter 259
• Abstract 260
• Introduction and problem statement 260
• Positive discipline and its adoption in pedagogical contexts in the 21st century 262
• Codes of conduct 263
• 'Catch them doing good' 264
• The remedial application of positive reintegration 264
• Positive time-out 265
• Building a positive relationship with the students 265
• A selection of existentialist psychological thinkers who might have had an influence on the turn towards positive discipline 266
• Alfred Adler 267
• Victor Frankl 269
• Carl Rogers 271
• Abraham Maslow 272
• The possible contribution of 'pure' existentialists in this turn to positive discipline 273
• Synopsis: Existentialist perspectives that arguably influenced the existentialist psychological thinking, thereby giving impetus to the turn to positive discipline 276
• A wider casting of the net: the Zeitgeistliche developments that might have promoted the chances of adopting positive discipline in pedagogical contexts 278
• Concluding remark 281
• References 283
• Index 315.