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

Format:

Book

Contributor:

Wolhuter, Charl C., editor.

Zulu, Constance Benedicta, editor.

Oosthuizen, I. J., editor.

Language:

English

Subjects (All):

College discipline.

Classroom management.

South Africa.

Physical Description:

1 online resource (362 pages)

Place of Publication:

Cape Town, South Africa : AOSIS, 2019.

Summary:

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 and tertiary education settings. The issue of discipline is investigated from diverse paradigmatic and methodological perspectives, presenting empirical as well as also philosophical research. The empirical perspective includes quantitative (positivistic), qualitative (interpretive) and mixed methods (pragmatic), designs and worldviews. This book offers a ground-breaking contribution to the field of learner and student discipline, with insights into disciplinary practices and issues in educational institutions not hitherto researched, such as Technical Vocational Education and Training colleges and universities.

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.

Notes:

CC BY-SA

Description based on publisher supplied metadata and other sources.

Publisher Number:

https://doi.org/10.4102/aosis.2019.BK157