The protection of human rights : an analysis of approaches to school discipline

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dc.contributor.advisorMouton, Johannen_ZA
dc.contributor.authorMangena, Lethamaga Thamesen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Sociology and Social Anthropology.en_ZA
dc.date.accessioned2012-08-27T11:35:19Z
dc.date.available2012-08-27T11:35:19Z
dc.date.issued2002-12en_ZA
dc.descriptionThesis (MPhil)--Stellenbosch University, 2002.en_ZA
dc.description.abstractENGLISH ABSTRACT: This is an in-depth investigation of human rights in education as reflected in school discipline in the Northern Province. In this research, three different schools were selected as the settings for my study. This selection of the setting was influenced by the diversity of the schools such as: -the community school, -the township school and the urban school. The three schools are not the representative of the schools in the Northern Province, but they illustrate or reveal if there were patterns in terms of the data collected. The methods used for collecting data are the following: Observation, Interview and Documents. A period of time was spent at the three settings for the purpose of observing the real school environment, interviewing the research participants (principal, educators, learners/LRC and the parentcomponent of the SGB) and to consult documents especially policies of the school. The departmental policies were also consulted. The results of the study indicate that most stakeholders (especially in rural and township schools) are not yet conversant with human rights in education. Educators and parents regard some human rights provisions in education as erosion of their 'status' in education.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie studie is 'n diepgaande ondersoek van menseregte in die onderwys soos dit in dissipline in the Noordelike Provinisie se skole weerspieel word. In hierdie navorsing is drie skole gekies om as die milieu vir die studie te dien. Die keuse van hierdie skole is ingelig deur die verskille wat tussen hulle bestaan soos die gemeenskap skool, die woonbuurt skool en die stedelike skool. Die drie skole is nie noodwendig verteenwoordigend vandie skole in die Noordelike Provinsie nie, maar hulle illustreer of bewys indien daar 'n model bestaan in gevolge van die data wat versamel is. Die volgende metodes is toegepas om data in te samel: waarneming, onderhoud en die bestudering van dokumente. Om die egte skool milieu waar te neem, is sekere tyd by elkeen gespandeer. Onderhoude is met die deelnemers in die navorsing gevoer, t.w., skoolhoofde, onderwysers, leerlinge, leerlingverteenwoordigers en die ouers wat deel van die skoolraad is. Dokumente soos die skoolbeleid en relevante departementele beleidsdokumente is ook bestudeer. Die resultate van die navorsing dui aan dat die meeste belanghebbendes (veral die platteland - en woorbuurtskole) is nog nie bekend met mense regte in die onderwysers nie. Onderwysers en ouers beskou sekere mense regte voorsienings in the onderwys as wegvreting van hul 'status'.af_ZA
dc.format.extent124 pages
dc.identifier.urihttp://hdl.handle.net/10019.1/53151
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectClassroom management -- South Africa -- Northern Province. -- Case studiesen_ZA
dc.subjectSchool discipline -- South Africa -- Northern Province. -- Case studiesen_ZA
dc.subjectSchool children -- South Africa -- Northern Province -- Discipline -- Case studiesen_ZA
dc.subjectHigh schools -- South Africa -- Northern Province -- Case studiesen_ZA
dc.titleThe protection of human rights : an analysis of approaches to school disciplineen_ZA
dc.typeThesisen_ZA
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