Learners’ self-reports of exposure to violence in South African schools: A gendered reflection

Abstract

The pervasive worldwide phenomenon of gender-based violence in schools poses a threat to
education as a vehicle of economic development and economic freedom. Gender violence in
and around schools is a global problem with serious implications for the educational attainment,
health and wellbeing of both girls and boys. This paper explores the gendered nature of violence
in selected schools in six provinces in South Africa. A qualitative study following a communitycentred,
capacity-building approach used focus group interviews to collect data from a purposive
sample of learners aged between 13 and 17 years who were perpetrators or victims of violence.
The aim was to give voice to learners about their experiences of violence in schools. Findings
indicated a high incidence of gender-based violence in schools. Boys mainly drew on genderbiased
discourses to orchestrate demeaning gendered comments, sexualised gestures, sexual
harassment and bullying. Teachers’ assault of learners in the form of corporal punishment was also
deeply implicated in both girls’ and boys’ reports of gender-based violence. Recommendations
are made for gender-based awareness campaigns, which involve learners, parents and teachers,
and the setting up of school-based structures for learner peer support as critical strategies for
combating gender-based violence in schools.