A strategy to improve the implementation of school safety policies in selected Osizweni schools
Shozi, Nonhlanhla Gugulethu
MetadataShow full item record
This study aimed at designing a strategy to improve the implementation of school safety policies in selected Osizweni schools. The challenge of safety policy implementation is prevailing in both primary and secondary schools in Osizweni and has led to critical injuries and job losses. The theoretical framework that informed this study is social realism because it is concerned with dynamic interpretations of life with the purpose of changing the existing reality. In social realism, the individual is treated as a social unit. In addition, social realism sees character as a product of social factors, and environment as the integral element thereof. The participatory action research approach was used in this study because it changes the traditional research paradigm to transform the role of those participating in the research and make them active researchers and agents of change. Participatory action research works with subordinate, marginalised and oppressed groups to change their circumstances within the society. Furthermore, engaging in participatory action research, using social realism as a theoretical framework, provided the language and opportunities to articulate the direction for ongoing research and establish what possibilities are present for solutions within the society. This study further used critical discourse analysis because of its main objectives, which are to analyse discourse practices that reflect or construct social problems, to investigate how ideologies can become frozen in language and find ways to break the ice and to increase awareness of how to apply these objectives to specific cases of injustice, prejudice and misuse of power. Safety in schools is a societal problem; together, the communities and stakeholders have to work together and communicate ways that can be used to address safety issues. In the study, the stakeholders worked collaboratively on the safety issues. Critical discourse analysis encourages the use of language and power that is acceptable to all involved, even if they are on different levels in the community.
Showing items related by title, author, creator and subject.
Jan, Heystek; Nyambi, Mandrew (University of the Free State, 2007)English: Awarding section twenty-one status to schools in South Africa was hailed as a significant milestone towards the democratisation and functioning of schools in South Africa. The purpose of the study was to examine ...
Ntseto, Vangeli Emmanuel (University of the Free State, 2009-05)English: Since 1994, the South African education system has been characterised by the implementation of new legislation steering the restructuring of management systems and the decentralisation of powers to schools, as ...
Horne, Johann Nico (University of the Free State, 2018-06)School-based management has become a common global trend within the educational sphere, with institutional autonomy as the major educational reform. Post-apartheid education reform in South Africa shows strong decentralisation ...