Educating secondary school learners on nonviolence using a transformative approach to reduce violence in a Zimbabwean secondary school

Abstract

Zimbabwe is facing increased violence by and against learners at institutions of learning. As part of efforts to reduce school violence, this study sought to educate learners on non-violence, using a transformative approach to learning. The aim of the study was to build a culture of peace at the school of study. To achieve this, the study used a participatory action research approach to address the problem and find solutions. The study was informed by Lederach’s Conflict Transformation theory and Bronfenbrenner’s Ecological Systems theory. Twenty-four learners and four teachers were purposively sampled to participate in the study. Data was collected using questionnaires administered at the beginning of the study to 274 learners and 20 teachers. In addition, focus group discussions, interviews and observations were used to collect data. Working with participants, an intervention to address the problem was planned, implemented and evaluated. The intervention that was put in place was a peace club. Experiential learning was the pedagogy used by the peace club. To reinforce peace club learning peace club members attended a two-day workshop on conflict resolution and transformation. Quantitative data was analysed using percentages and reported in graphs and tables. Qualitative data was analysed using thematic analysis and reported in narrative form with the use of thick descriptions. The study was evaluated for short term outcomes and the finding of the study revealed that learners can be taught non-violent ways of resolving conflict. The main reason learners resort to violence as a way of resolving conflict is because they have not been taught non-violent alternative methods. Learners are brought up in violent settings, at home, school and wider community and as they develop, they learn that violence is a means to an end and the only way of resolving conflict. Since violence is learnt, it can also be unlearnt