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Title: Children's Views on, and Experiences of, Physical and Verbal Abuse in Schools: Two Case Studies of Primary Schools in Harare, Zimbabwe
Contributor(s): Sigauke, Aaron  (author)
Publication Date: 2015
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Abstract: In Zimbabwe, changes to regulations on corporal punishment have led to claims by teachers, parents and others that the only effective weapon that was there to maintain discipline in schools has been removed. This study aimed at finding out views and experiences of primary school children on the use of corporal punishment and verbal assault as means of maintaining discipline in schools. It set out from the view that physical punishment and verbal assault by school authorities are forms of child abuse and a violation of children's rights. A case study approach was used in two primary schools, one from a low-income location (high-density residential area) and another from a high-income location (low-density residential area), both in Harare. The study established that in spite of the existence of legal instruments, children are physically and verbally abused in various ways. While children are aware of their rights, they, however, find it difficult to report and in some cases do not even know where and to whom to report to. The study makes a number of recommendations directed towards authorities both in and outside the school system responsible for the discipline of children.
Publication Type: Journal Article
Source of Publication: International Journal of Educational Development in Africa, 2(1), p. 121-148
Publisher: University of South Africa Press
Place of Publication: Pretoria, South Africa
ISSN: 2374-3670
Field of Research (FOR): 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
130302 Comparative and Cross-Cultural Education
130313 Teacher Education and Professional Development of Educators
Socio-Economic Outcome Codes: 930104 Moral and Social Development (incl. Affect)
930499 School/Institution not elsewhere classified
930102 Learner and Learning Processes
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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