Educating for peace : an alternative to violence at a Cape Flats school, South Africa

Abstract

Peace education is considered an important peacebuilding strategy in addressing school violence to create a culture of peace, but it has often been ignored. Violence at many South African schools is associated with an array of social ills as a direct consequence of the Apartheid era which created one of the most unequal societies in the world, manifesting chronic poverty, the disintegration of family- and gender-based violence, authoritarian attitudes and gangsterism. The main purpose of the study was to investigate school violence reduction strategies and to design and implement a peacebuilding strategy towards creating a peaceable school. The general approach of the Department of Basic Education to reduce school violence has been to focus on policies as contained in the National School Safety Framework. Despite the efforts of the DoBE and other strategies, school violence is a growing concern. This study was underpinned by Galtung’s theory of conflict, violence, and peace with its emphasis on positive peace in addressing structural violence necessary for a culture of peace to emerge; Lederach’s theory of conflict transformation which emphasises relational issues and the transformation of social conflicts; Bronfenbrenner’s ecological theory as it provided a suitable framework for consideration of the risk factors which contribute to school violence; and the Integrative Theory of Peace, which asserts that effective peace education is aligned to a unity-base worldview, a culture of healing, a culture of peace and a peace-oriented curriculum. This mixed methods study employed a case study research design. Two secondary schools were involved in the study in the Blue Downs/ Kleinvlei area of the Cape Flats. The data collection in the study emanated from 200 grade 11 learners completing semi-structured questionnaires; and educators, parents and learners at each school participating in semi structured focus groups and interviews. The application of triangulation strengthened the reliability and validity of the research. The pre-intervention findings in this study confirmed a high prevalence of violence. Participants in the study indicated the following risk factors and contributors to school violence, namely: emotional and mental health; language, communication and social media; bullying, power and domination; domestic abuse; physical violence; school-related aspects; socio-economic conditions; substance abuse; romantic and intimate relationships; and the lack of role models and training. Through a participatory action research approach and unity-based worldview, the intervention that emanated from one school’s response was aligned to the (2020-2025) Transform to Perform strategy of the Western Cape Education Department with special attention to Values in Education and supported by Peace Jam, an international non-governmental organisation focused on peacebuilding in schools. The short-term evaluation of the intervention indicated that a unity based peace education approach holds promise for future positive outcomes in contributing towards the creation of a peaceable school.