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Crime and School Violence in Botswana Secondary Education

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Crime and School Violence in Botswana Secondary Education CRIME AND SCHOOL VIOLENCE IN BOTSWANA SECONDARY EDUCATION: THE CASE OF MOEDING SENIOR SECONDARY SCHOOL A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Joseph Thoko Matsoga August 2003 © 2003 Joseph Thoko Matsoga All Rights Reserved CRIME AND SCHOOL VIOLENCE IN BOTSWANA SECONDARY EDUCATION: THE CASE OF MOEDING SENIOR SECONDARY SCHOOL by JOSEPH T. MATSOGA has been approved for the Department of Educational Studies and the College of Education Stephen W. Howard Assoc. Professor of Educational Studies James Heap Dean of the College of Education Abstract MATSOGA, JOSEPH T. Ph.D. August, 2003. Curriculum and Instruction Crime and School Violence in Botswana Secondary Education: The Case of Moeding Senior Secondary School (251pp.) Director of Dissertation: Stephen W. Howard In traditional villages in Botswana, education was carefully supervised by the elders for the maintenance of law and order among children in the home and in society. However, this village education has now been replaced by modern stratified structures such as the Ministry of Education (MOE), Ministry of Labor and Home Affairs (which addresses the well being of youth), all of which are plagued by rampant problems. The purpose of this research has been to address the problem of violence in secondary schools as exemplified by one school--Moeding Senior Secondary School in the village of Otse. The research was carried out over an eight week period among a school population of approximately 1570 students, 95% of whom lived in the hostels. Through individual and group interviews, documentation analysis and observations, a self perpetuating scenario of violence, and unhealthy habits, which students may or may not have brought with them to school evolved. This seems to have been intensified by the system of correction in the school, the lack of collegiality and the isolation of the academic setting from the MOE. The failure of the curriculum to address teachers’ needs to prepare students for end of year examinations appeared to intensify use of discipline. Results of this study suggest the need for review of the education system in Botswana as well as further study on other areas that impact the socialization and education of Botswana youth. Specific areas are the need for the MOE to develop an environment to reduce or eliminate violence, as well as to develop a nationwide implementation policy for providing better counseling skills for teachers, administrators and the parents. Further, regular on-going interactions between all parties are needed. This suggests the need for the MOE to develop effective in-service courses for teachers and the school administrators in lieu of punishment as well as to assure effective counselor preparation for all schools. Finally, intensified infusion of civic education into the curricula is warranted. Approved: Stephen W. Howard Assoc. Professor of Educational Studies Dedication I whole heartedly dedicate this dissertation to the entire Matsoga family. I am very thankful for my parents’ love, encouragement, support and all the blessings. Once more, I thank you all. Acknowledgements I am very grateful for all my dissertation committee members first, Dr S. Howard who served as both my committee chair as well as a method expect in this piece of writing. My sincere thanks also go to Dr R. Romano for all her support since when I was taking my course, through the comprehensive examination to date when she served as the Dean’s Representative in my committee. Through her expertise in counselor education Dr Dana Levitt played a significant role in shaping up the whole cognate area of my doctoral program. Lastly, I thank Dr N. Muhammad for the suggestions he made in making this dissertation better. I also thank Mrs M. Jordan of the Ohio University Program of Intensive English for her insightful reading and editing of this manuscript. I am also thankful for both my parents, I particularly owe my mother a big thank you for all the support that she gave me since I started my graduate school education way back in England where I received my masters degree to date when I am now done with my PhD. I wish to state that though neither of my parents received as much education as I have, throughout this journey they have always been a source of inspiration for me. When reading for my PhD whenever I visited my country each time I thought about coming back to the US to resume my studies was always a painful thing for me. But mother always gave me that warm motherly encouragement. Repeatedly, she assured me that someday I would get done with my studies. I also thank my siblings Eddie, Moses, Cecilia and Thuso for their support in various ways. My sincere thanks also go to my employers and sponsors--the University of Botswana Staff Development and Training Office. Through this office I secured the prestigious William Fulbright Scholarship which allowed me to commence my studies in the United States of America. Still at my work place had it not been for my former lecturer during my PGDE days and later my Head of Department Dr F. Moorad preparing to start and go through PhD program would have been a difficult process. I thank him for that. Lastly, I wish to thank my "brothers," friends and supporters: Lebonye, Marothodi, Lerothodi Moshoeshoe, Ofhentse, Onkemetse and Michael Chabota. I thank you all. 9 Table of Contents Abstract............................................................................................................................... 4 Dedication........................................................................................................................... 6 Acknowledgements............................................................................................................. 7 CHAPTER ONE ............................................................................................................... 12 Introduction....................................................................................................................... 12 Background of the Study .............................................................................................. 15 Statement of the Problem.............................................................................................. 18 Location and Background of Moeding ......................................................................... 18 Why Moeding was Chosen for a Case Study................................................................ 19 The Phenomena of Violence Seen in Botswana Schools.............................................. 21 The Purpose of the Study.............................................................................................. 23 Significance of the Study.............................................................................................. 23 Limitations of the Study................................................................................................ 24 Definition of Terms....................................................................................................... 25 Organization of the Study ............................................................................................. 27 CHAPTER TWO .............................................................................................................. 28 Review of the Literature ................................................................................................... 28 What is Crime? ............................................................................................................. 29 What is Violence?......................................................................................................... 30 What is School Violence?............................................................................................. 30 Henry’s Expansive Integrated Definition of Violence.................................................. 31 Violence as a School Problem. ..................................................................................... 35 School Violence Viewed as a Community Problem..................................................... 36 Women and Girl Children--most Victimized ............................................................... 37 Possible Causes of Crime in Botswana......................................................................... 37 The Government’s Philosophy for Dealing with Crime............................................... 39 Potential Causes of Violence in a School ..................................................................... 40 Typical Patterns of Violence Found in Schools............................................................ 49 Student-on-Student Violence........................................................................................ 53 Curricular Strategies to Reduce School Violence......................................................... 57 School Counseling Services.......................................................................................... 69 Conceptualization of the Literature .............................................................................. 71 CHAPTER THREE .......................................................................................................... 74 Methodology..................................................................................................................... 74 Autobiography of the Researcher ................................................................................
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