Social Sciences


VUSI MNCUBE (University of South Africa, UNISA) AND

MNCEDISI MAPHALALA (University of South Africa, UNISA)

2014 • Pages: 121 • Size: 180 x 240 mm •

Binding: Hard • Price: US $ 30/- Rs. 750/-

(Special Issue of Journal of Sociology and social Anthropology - No. 5)


The special issues of the journal reports on a project that investigated the dynamics of violence in South African schools and was led by Professor Vusi Mncube (University of South Africa) and Professor Clive Harber (Emeritus Professor: University of Birmingham, UK and Honorary Professor, University of South Africa). The papers published in the special issue are as follow:
     Using Bourdieu and Coleman’s social capital theories Vivian Manyike argues that violence in schools can partly be attributed to the social contexts of these schools, for example, the unique context of South African townships. Vusi Mncube and Nomanesi Madikizela-Madiya report on gangsterism in South African schools and contend that the scourge of violence in South African schools is a cause for concern. Mncedisi Maphalala and Pinkie Mabunda note that media reports indicate an increase in the incidents of assaults, drug abuse, sexual harassment, robberies, vandalism and gangsterism in South African schools. Mncedisi Maphalala focuses on the consequences of school violence for female learners and contends that globally violence against girls is widespread. Mmankoko Ramorola and Matshidiso Joyce Taole question whether the links between

school violence and drug usage in schools are external or internal factors. Ramodungoane Tabane and Awelani Mudau reports on the sexual harassment of female learners by male learners as a dynamic of school violence in South African secondary schools. G. D. Singh and Trudie Steyn reports on part of a study that sought to identify forms of learner aggression, contributory factors to aggression, the consequences and psychological effects of learner aggression and the identification of strategies to help manage learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal. Vusi Mncube and Tshilidzi Netshitangani responds to the question of whether corporal punishment is a relevant tool to reduce violence in schools. Matshidiso Joyce Taole and Mmankoko Ramorola report on teacher attitudes, professionalism and unprofessionalism in relation to school violence. Bawinile Mthanti and Vusi Mncube report on the social and economic impact of corporal punishment in South African schools. Elizabeth Chikwiri and Eleanor Lemmer report on gender-based violence in primary schools in the Harare and Marondera districts of Zimbabwe.



  1. Vusi Mncube and Tshilidzi Netshitangani • Can Violence Reduce Violence in Schools? The Case of Corporal Punishment
  2. M. Z. Ramorola and Taole Matshidiso Joyce • The Links between School Violence and Drug Usage in Schools: External or Internal Factor?
  3. Taole Matshidiso Joyce and Ramorola Mmankoko • Teacher Attitudes, Professionalism and Unprofessionalism in Relation to School Violence
  4. Mncedisi C. Maphalala • The Consequences of School Violence for Female Learners
  5. Ramodungoane Tabane and Awelani V. Mudau • “I Touch Girls to Feel What They Are Selling”: Sexual Harassment of Female Learners in South African Schools
  6. Vusi Mncube and Nomanesi Madikizela-Madiya • Gangsterism as a Cause of Violence in South African Schools: The Case of Six Provinces
  7. Manyike Vivian Tintswalo • Schools as Sites of Violence: The Role of Social Capital in Reducing Violence in South African Township Schools
  8. Mncedisi C. Maphalala and P. L. Mabunda • Gangsterism: Internal and External Factors Associated with School Violence in Selected Western Cape High Schools
  9. Bawinile Mthanti and Vusi Mncube • The Social and Economic Impact of Corporal Punishment in South African Schools
  10. G. D. Singh and Trudie Steyn • The Impact of Learner Violence in Rural South African Schools
  11. E. Chikwiri and E. M. Lemmer • Gender-based Violence in Primary Schools in the Harare and Marondera Districts of Zimbabwe

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