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School discipline and collaboration rule-making : pupil perception
Author(s)
Strauss, Bradley Stead
Date Issued
2006
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Teachers often complain of a lack of discipline in the school environment. In
addition, these breakdowns in discipline become, on occasion, media headlines
when violence, bullying, vandalism and intimidation flare up into major incidents.
This, coupled with the desire of the national Department of Education (DOE) to
encourage teachers to use more co-operative disciplinary methods, has led to
this investigation.
This dissertation explores the perceptions of senior secondary pupils around
school discipline, with a particular focus on collaborative rule-making. Pupil
perceptions were ascertained through a structured interview process. A
framework of understanding was established by examining the pupils'
interpretation of the meaning of discipline; the state of discipline in their school
and recommendations to address problem areas; authority; corporal punishment;
power and prefectship; power and non-prefect matrics; prefect versus nonprefect
views on discipline; the prefect system; the fairness of school rules; and
pupil input into school rules. The understanding gleaned from the pupils'
perceptions of these notions established a solid base from which an investigation
into collaborative rule-making was launched. Thereafter, the notion of
collaborative rule-making, the viability of collaborative rule-making, the
advantages and disadvantages of collaborative rule-making and the
implementation of collaborative rule-making were examined.
The pupils came out strongly in support of collaborative rule-making and were
keen to have an input into the school's disciplinary structures. The potential
advantages far outweighed any possible disadvantages. These findings support
both Bernstein's (1996) principle of pupil participation and the premise of pupil
input into Codes of Conduct as detailed by the South African Schools Act (No. 84
of 1996).
addition, these breakdowns in discipline become, on occasion, media headlines
when violence, bullying, vandalism and intimidation flare up into major incidents.
This, coupled with the desire of the national Department of Education (DOE) to
encourage teachers to use more co-operative disciplinary methods, has led to
this investigation.
This dissertation explores the perceptions of senior secondary pupils around
school discipline, with a particular focus on collaborative rule-making. Pupil
perceptions were ascertained through a structured interview process. A
framework of understanding was established by examining the pupils'
interpretation of the meaning of discipline; the state of discipline in their school
and recommendations to address problem areas; authority; corporal punishment;
power and prefectship; power and non-prefect matrics; prefect versus nonprefect
views on discipline; the prefect system; the fairness of school rules; and
pupil input into school rules. The understanding gleaned from the pupils'
perceptions of these notions established a solid base from which an investigation
into collaborative rule-making was launched. Thereafter, the notion of
collaborative rule-making, the viability of collaborative rule-making, the
advantages and disadvantages of collaborative rule-making and the
implementation of collaborative rule-making were examined.
The pupils came out strongly in support of collaborative rule-making and were
keen to have an input into the school's disciplinary structures. The potential
advantages far outweighed any possible disadvantages. These findings support
both Bernstein's (1996) principle of pupil participation and the premise of pupil
input into Codes of Conduct as detailed by the South African Schools Act (No. 84
of 1996).
Additional information
Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2006
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