REFLECTING ON THE USE OF CORPORAL PUNISHMENT IN ZIMBABWEAN SCHOOLS: AN ECOLOGICAL SYSTEMS APPROACH
Journal Title: Educational Research International - Year 2017, Vol 6, Issue 2
Abstract
The abolishment of corporal punishment is facing resistance in different institutions in Zimbabwe. This research was conducted to establish factors that militate against effective implementation of the ban on corporal punishment schools at Jerera growth point in Zaka district of Masvingo province in Zimbabwe with the aim of finding strategies that can be used to make the ban a success. The study used the qualitative case study design to gather data from five teachers, five children and five parents. Teachers were randomly selected and parents were selected using stratified random sampling in order include both parents with a standard of education above Ordinary level and below Ordinary level. The study revealed that teachers held on to the use of corporal punishment mainly because of fear of indiscipline in children, lack knowledge of alternative ways of discipline, that punishment is cultural tool for discipline. Based on the participants’ responses it was suggested that a holistic approach guided by Bronfenbrenner’s Ecological Systems Theory be used to effectively eradicate corporal punishment.
Authors and Affiliations
Loveness Chindanya
Keywords
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