Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/5185
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dc.contributor.advisorHamlall, Vijay-
dc.contributor.authorDlungwane, Angel Duduzileen_US
dc.date.accessioned2024-03-06T13:04:49Z-
dc.date.available2024-03-06T13:04:49Z-
dc.date.issued2023-
dc.identifier.urihttps://hdl.handle.net/10321/5185-
dc.descriptionSubmitted in fulfillment of the requirements for the degree Doctor of Philosophy in Public Administration Specialising in Peace Studies, Durban University of Technology, Durban, South Africa, 2023.en_US
dc.description.abstractViolence in schools is on the rise in South Africa, and its impact on students is becoming increasingly clear. Of particular, gender-based violence is a challenge in many South African schools. Whilst most studies frequently focus only on the victims' experiences, this study explored the effects of gender-based violence on victims as well as the perpetrators. The aim of this study was to explore gender-based violence amongst high school youth at Vuma High School and Phakama High School situated in the township of Umlazi, Durban, KwaZulu-Natal. This study investigated the nature, causes and effects of gender- based violence at these chosen schools. The theoretical foundation of this study is based on a socio-constructivist approach, which underpins the study's methodological design and is informed by the perspectives of many researchers on gender violence among school-going learners. Twenty-four learners and twenty educators were purposively selected from two Durban-based high schools in the Umlazi district. The twenty-four learners interviewed were identified from educator’s observation of conflict situations at the school, in the classroom and the playground, particularly between male and female learners. The educators identified those learners who diffused the conflict peacefully and those that fostered violent reactions. The learners chosen were from the FET phase (15-18 years of age). The twenty most senior educators formed the sample of educators for this study. Seniority was determined according to the number of years teaching experience. Face-to-face interviews were conducted with both the learners and educators. Three focus groups interviews for learners as well as for educators were also conducted in each of the chosen schools. Participation in this study was voluntary with confidentiality maintained. The data was recorded and transcribed to ensure credibility. The results were interpreted and analysed against existing literature using thematic content analysis. The findings of this study revealed that gender-based violence was implicitly and explicitly enacted. The implicit violence took the form of having fun and joking at the expense of the girl learners. On the other hand, explicit violence took the form of interpersonal violence and sexual abuse. Significantly, it emerged that the main causes of gendered violent behaviour were associated with the boy learners’ construction of masculinity as well as the gendered practices within the school environment. This study recommends an integrated comprehensive approach of all stakeholders in the form of educational intervention programmes towards resolving school genderbased violence.en_US
dc.format.extent279 pen_US
dc.language.isoenen_US
dc.subjectGenderen_US
dc.subjectSchool-related gender-based violenceen_US
dc.subjectImplicit gender-based violenceen_US
dc.subjectExplicit gender-based violenceen_US
dc.subjectSchool-based violenceen_US
dc.subject.lcshSchool violenceen_US
dc.subject.lcshBullying in schools--South Africaen_US
dc.subject.lcshViolence--South Africa--Preventionen_US
dc.subject.lcshGirls--Violence against--South Africaen_US
dc.subject.lcshHigh school students--Violence against--South Africaen_US
dc.titleGender-based violence among high school youth in the Umlazi District, Durbanen_US
dc.typeThesisen_US
dc.description.levelDen_US
dc.identifier.doihttps://doi.org/10.51415/10321/5185-
local.sdgSDG05en_US
item.openairetypeThesis-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.grantfulltextrestricted-
item.languageiso639-1en-
item.fulltextWith Fulltext-
Appears in Collections:Theses and dissertations (Management Sciences)
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