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ID:
135794
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| Summary/Abstract |
This study aims to explain how adolescents in a rural high school conceptualise school violence. Qualitative data were collected over two two-day periods (24 hours) through child-centred tasks like drawing and the completion of open-ended sentences, informal conversations regarding the given activities, observations documented as visual data (photographs), a research journal, and focus group discussions. In total, four boys and five girls participated in the study. Results of the study indicate that the adolescents (aged 15–17 years) view school violence both as negative, in that it causes harm, and positive, in that it serves as a strategy to ensure order and protection. The adolescents conceptualise violence as interweaving constructs of power, discipline and aggression. Future adolescent-focused interventions regarding violence must include conversations about these nuanced understandings.
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| 2 |
ID:
152129
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| Summary/Abstract |
South African teachers leave teaching due to factors such as lack of support and adverse working conditions. This study investigated rural teachers’ resilience experiences of teaching in a resource-constrained school. A life history design was used to generate data. The research site was visited six times over 20 months. Fifteen interview–conversations were collected and transcribed. The results indicate that the teachers faced chronic poverty as life-span risks. The teachers listed the unstable education system, resource-constrained teaching environment and chronic adversity as risk factors in their environment. They were also concerned with the illiteracy of parents and demotivated students. Significantly, this study shows how rural teachers fostered hope despite chronic adversity in order to be resilient in their chosen profession.
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