DOES CARING ABOUT THOSE WE TEACH MAKE A DIFFERENCE TO VIOLENCE IN SCHOOLS? IMPLICATIONS FOR DEMOCRATIC CITIZENSHIP IN SOUTH AFRICA

Abstract

The violence that continues to paralyse too many South African schools on a daily basis often has its origins in highly complex and dysfunctional communities. To this end, traditional punitive measures, as well various disciplinary-based policies have not always provided an adequate response to violence in schools. In searching for alternative ways of dealing with disruption and violence in schools, the article explores the practices of four high school principals. Following on these particular practices – couched as ‘listening to learners’ – the article considers, firstly, whether caring relations between principals (by extension, educators) and learners can make a difference to disruptive and violent behaviour among learners. Secondly, in drawing on care ethics, the article considers how the practice of ‘listening to learners’ might contribute towards the cultivation of a democratic citizenship.