RCE2601/0/2023

Research and Critical Reasoning

RCE2601
Year module

Department Curriculum and Instructional

Studies

Assignment 2 Due date: 31 July 2023

Instructions for Assignment 2

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 STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA

You need to include a completed and signed copy of this form when you submit.
Assignments without the form will be cancelled and returned unmarked

The Department of Curriculum and Instructional Studies places specific

emphasis on integrity and ethical behaviour with regard to the preparation of all
written work submitted for academic assessment.

Although your lecturers can provide you with information about reference techniques
and guidelines to avoid plagiarism, you also have a responsibility to fulfil in this
regard. Should you at any time feel unsure about the requirements, you must consult
your lecturers before you submit any assignment.

You are guilty of plagiarism when you extract information from a book, article, web
page or fellow student without acknowledging the source and submit it as your own
work. In truth, you are stealing someone else’s property. You may not use another
student’s work. You may not allow anyone to copy or use your work with the
intention to submit it as his/her own.

Students who are guilty of plagiarism will forfeit all credit for the work concerned.
Plagiarism is a serious violation of the University’s regulations and may lead to
expulsion.

The under-mentioned declaration must accompany written assignments. Your

assignment will be cancelled and returned unmarked if you do not include a
fully completed and signed declaration form.

I (full names):
………………………………………………………………………….………..

Student number: ………………………………………………………………

Module: RCE2601

Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy
in this regard.
2. I declare that this assignment is my own, original work. Where I used
someone else’s work, whether a printed source, the internet or any other
source, I give the proper acknowledgement and include a complete
reference list.
3. I did not use another current or previous student’s work, submitting it as my
own.

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4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.

Signature _________________________________

Date:_____________________________________

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Assignment 2

Instructions

 To get ready for this assignment, please make sure to read both the study
guide and the reader that was given to you. Read the book that was
recommended as well as any additional research documents or sources that
contain information that is pertinent to the topic. You are required to provide
citations for every source that was used. Guidelines Reference Techniques
Unisa 2016 should be used to cite sources appropriately. You do not need to
be an expert in referencing in order to properly capture it; however, you
should always check the guidelines for each source you wish to cite in order
to ensure that you do so correctly.
 After you have finished reading the journal article titled "South African Public-
School Teachers’ Views on the Right to Discipline Students" written by
Letlhoyo Segalo and Awelani Melvin Rambuda, please answer the questions
that are provided below. You need to read the article and apply your skills of
research and critical thinking to the field of teaching. Both Part A and Part C
are derived from the aforementioned article.
 Two (2) points are awarded for each answer that is correct. One point is
awarded for each answer to Question 6 of Part A, Question 3 of Part B,
and Part C.
 Unless explicitly stated, all questions are based on the article.

The memo is a guide and all relevant answers will be awarded marks.

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 Part A

After you've finished reading the article, please respond to the following questions.

1. Give your own title to this scholarly article that you have read. (2)

Any title related to the problem from the article is accepted. (A research title is a
concise and informative phrase that summarises the main focus or objective of a
research study)

2. Using a critical lens, conduct an analysis of the context of this article as well as the
problem statement. (8)

Students should base their discussion around these issues:

Lack of discipline in schools

Lack of support for teachers

Role of parents

Rights for teachers and learners

Ways of disciplining learners

Any relevant poit should be accepted.

3. Identify the participants who participated in this piece of writing and describe the
process that was utilised in selecting them. (4)

A convenience sample of eight South African public-school teachers with

teaching experience ranging between 0–10 years, 11–20 years and 21
years and above, were selected for study. The researcher might have
contacted the school or any education office to get this specific group.

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Purposive sampling was used ( not necessary for the answer but can be
awarded a mark if mentioned)

4. Derive your own research question and a related sub-question from the
information presented in the article. (4)

Any research question and sub-question related to the title of the article.

5. Compose your very own research goal and an objective based on what you've
read in the article. (4)

Any research goal and objectives in line with the research question will be accepted.

6. Locate the article's literature review and place all of the relevant information on a
single page. Your review of the relevant literature needs to include topics and
subtopics. Read the entire article so that you can obtain the necessary literature.
(20)

Students have to identify this information from the article. They are not writing their
own literature review, but they have to copy it form the article. They can provide
topics and sub-topics where applicable.

 In some jurisdictions, teachers act in loco parentis, which means

that in the classroom context, the teacher fulfils the role of the
parent of each of their learners.
 According to Mitchell, Crowson and Shipps (2011:09) parents
accede to teachers the right to instil discipline and to ensure the
safety of learners while they are in their care.
 Universally, these two principles are viewed as the basis of
teachers’ professionalism.
 Loco parentis augments the pedagogical relationship between
teacher and learner, which must thrive in order to achieve the
educational imperatives (Mokhele, 2006:149).
 Citing Spaulding (1992), Mokhele (2006) further stresses that
teaching is nothing if not about the formation of relationships.
 However, the recent surge of attacks on teachers by their learners
challenges the concept of loco parentis (Bowden, 2007:472;
Stuart, 2009; Thijs, Koomen & Van der Leij, 2008:244).
 Recent incidents covered by local media include a learner caught
on camera attacking a teacher with a broom (Ngobeni, 2013), and
the shooting of a teacher (Pretoria News, 2013).

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 Such attacks have an impact on the safety of teachers and their
ability to enforce discipline and create a safe and caring
environment for learners.
 In addition, such attacks disempower teachers in their role as
‘stand-in parents’ in the character development of learners.
 The Constitution of the Republic of South Africa, Act No. 108 of
1996a and the South African Schools Act, Act No. 84 of 1996
(Republic of South Africa, 1996b), protect children’s rights to
humane treatment and would entail curtailing use of corporal
punishment (Conley & Mestry, 2010:2; De Waal, 2011:176;
Masitsa, 2011:164; Motseke, 2010:120).
 Section 10 of the Constitution of the Republic of South Africa, Act
No. 108 of 1996a states that everyone has inherent dignity and the
right to have the dignity respected and protected. Section 12(1) (c),
(d) and (e) stipulates that every person has a right:
• to be free from all forms of violence form either public or private
sources;
• not to be tortured in any way; and
• not to be treated or punished in a cruel, inhuman or degrading
way.
 Section 10 (1) of the South African Schools Act, Act No. 84 of
1996 (Republic of South Africa, 1996b) states that no person may
administer corporal punishment at a school to a learner.
 Teachers used to administering corporal punishment would be
frustrated and stressed from limits not to use physical punishment
(Olivier & Venter, 2003:189).
 It could be less stressful to these teachers if they are aware that
they are recipients and protectors of human rights and
responsibilities.
 The Department of Basic Education, Republic of South Africa
(2010:13) maintains that teachers need to promote respect,
tolerance and responsibility in schools.
 The relationships between teachers and learners must be based
on mutual respect and dignity and responsibility.
 Although teachers have a right to discipline learners, the “discipline
should be corrective and educative, rather than punitive and
punishing” (Department of Basic Education, Republic of South
Africa, 2010:13).
 On the other hand, De Klerk and Rens (2003:358), De Wet and
Russo (2009:12) and Reyneke (2015:57) suggest that the lack of
discipline among learners as well as violent attacks on teachers
should rather be ascribed to the continued decline in a moral
upbringing.

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  Bayaga and Jaysveree (2011:207) express similar sentiments, and
state that there is a lack of parental involvement in instilling
discipline as parents are oblivious to their children’s behaviour.
 They also believe that the decline in morality is exacerbated by the
use of drugs, which is prevalent in modern society.

(Each point receives a value equivalent to one mark.)

7. Analyse the selected theoretical framework for this article. (4)

Students may use any of the following. They may also use information from the
article, as long as they show understanding of the theory.

 Rejection of traditional authority: Postmodernism challenges traditional

authority structures and questions the legitimacy of established power
hierarchies. In the context of education, this could lead to a shift in how
teachers' authority is perceived and questioned by students, parents, and
even within the educational institution itself.
 Emphasis on individual experience: Postmodernism highlights the importance
of individual experiences and subjectivity. Teachers may encounter learners
with diverse backgrounds, cultures, and perspectives, which may challenge
the notion of a universal approach to discipline.
 Critique of universal truths: Postmodernism critiques the idea of universal
truths and fixed meanings. In disciplinary matters, this could lead to debates
about what constitutes appropriate behaviour and disciplinary actions, as
perceptions of right and wrong may vary.
 Focus on language and discourse: Postmodernism emphasizes the role of
language and discourse in shaping our understanding of reality. This could
lead to a re-examination of disciplinary language used by teachers and how it
may influence learners' behaviour and self-perception.
 Impact of media and consumer culture: Postmodernism acknowledges the
influence of media and consumer culture on society. In the context of
discipline, this could include discussions about the impact of popular culture
on students' attitudes and behaviour.
 Identity and difference: Postmodernism values individual and group identities.
Teachers may need to consider learners' cultural backgrounds and identities

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 when applying disciplinary measures, considering how discipline may affect
learners differently.
 Scepticism towards grand narratives: Postmodernism is sceptical of
overarching grand narratives or metanarratives. In the context of discipline,
this may lead to scepticism about the effectiveness of traditional disciplinary
approaches and a search for alternative methods.
 Challenges to objective truth: Postmodernism challenges the notion of
objective truth and instead emphasizes multiple perspectives. Teachers may
need to navigate differing perspectives on disciplinary matters and find ways
to foster dialogue and understanding.

It is essential to recognize that postmodernism is a diverse and multifaceted

philosophical movement, and its application in the context of education and discipline
may vary. South African public school teachers' views on the right to discipline
learners are influenced by various factors, including cultural, historical, and
institutional contexts. Analysing postmodernism within this context requires an
exploration of how these philosophical ideas intersect with the practical realities of
discipline in South African classrooms. Teachers may find themselves navigating the
tension between traditional disciplinary practices and the complexities of individual
learner experiences and identities. As such, an inclusive and culturally sensitive
approach to discipline becomes crucial for fostering a positive learning environment.

8. Evaluate the method of data collection and analysis that was used in this article.
(4)

These are the points from data collection and analysis. Students should evaluate how these
processes were used.

 Focus group
 Qualitative interview
 Note-taking
 Thematic data analysis
 Themes

9. Explain the methodology of the research that was conducted. (6)

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According to the article, these sub-topics were discussed under
methodology. Brief explanation.
1. Design
2. Sample
3. Data Collection
4. Ethical Considerations
5. Trustworthiness of the Data
6. Data Analysis

Some points from the article:

 An interpretative, qualitative research design was selected for this
research study.
 qualitative approach allowed the teachers to reflect on the
research subject and express their feelings and opinion regarding
ill-discipline in the classroom, allowing the researcher to study the
realities of a post-1994 classroom from the teachers’ subjective
perspec-tives.
 A convenience sample of eight South African public school
teachers with teaching experience ranging between 0–10 years,
11–20 years and 21 years and above, were selected for study.
 A focus group session was utilised to collect data from the
participants.
 A qualitative interview structure was used to ask questions that
relate to learner discipline and teacher authority, and ques-tions
were phrased in an open manner that allowed for clarification and
probing.
 Permission was sought from the Department of Education (Free
State) and Central University of Technology’s Research and
Planning Committee, which was granted. All the participants were
informed of the aim, objectives, the research methods of the study,
and were made aware of the voluntary nature of their participation,
the con-fidentiality within which information will be treated, and the
possible publication of the results of the study.
 The researchers relied on a peer review and member check to
ensure the trustworthiness of the data collected.
 A thematic data analysis was used to identify patterns and
categorise data according to the main themes that emerged from
the focus group interview

10. Discuss the findings of the research. You may include your own thoughts on the
discussion. (10)

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Answers should be based on these themes. Their thoughts on the findings are also
accepted.

• Theme 1: Learners’ lack of respect, morals and values

• Theme 2: Teacher safety and personal protection
• Theme 3: Teacher sense of disempowerment
• Theme 4: Poor classroom management and teaching strategies
• Theme 5: Ineffective parental involvement

11. Evaluate the concluding paragraph and state your recommendation (one
recommendation) with regard to the research problem. (4 )

Students may use any points from below or any relevant information regarding
conclusion. Any recommendation will be accepted.

The conclusion of an article serves as a summary and a final statement that brings together the key
points discussed throughout the article. It is the last opportunity for the author to leave a lasting
impression on the reader. A well-crafted conclusion should accomplish the following:

 Restate your topic briefly and explain why it’s important

 Summarize main points
 Restate the research question
 Provide closure
 Address implications and future directions
 Be concise
 End with a strong closing sentence
 Avoid introducing new information

[Total marks 70]

Part B

Answer for question 1 and 3 will depend on each student’s

response.

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1. In your opinion or based on past experiences, do students exhibit discipline in
school? Discuss. (10)

Any five points of each student’s experiences should be awarded marks.

2. What kinds of policies regarding student conduct are put into place in schools?
How exactly are these policies put into action? (10)

Any relevant policy and an explanation of how it is implemented. This includes

policies that were designed by schools.

South African Schools Act of 1996

South African Code of conduct for schools

Discipline policy for schools

Bullying policy

Bus transport policy

Learner search and seize policy

Detention policy

Disciplinary hearing policy

Learner code of conduct policy

Learner attendance policy

Leave and absentee policy

Examination policy

Cellphone policy

Homework policy

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Learner pregnancy policy

Loan book policy

Library books policy

Smoking policy

Drug and substance abuse policy

Sexual harassment policy

Uniform policy

An explanation of how disciplinary policies are used.

3. If students repeatedly disobey school regulations, in your opinion, what course

of action should be taken? (5)

The appropriate course of action for dealing with students who repeatedly
disobey school regulations can vary depending on the severity of the violations
and the school's disciplinary policies. Here are some general steps that schools
might consider:

Communication and Counseling: Initially, it is important to have open and honest

communication with the student. Understanding the reasons behind their
disobedience can be crucial. Sometimes, students act out due to personal issues,
stress, or other underlying problems. Offering counseling or support services can
be a productive first step.

Progressive Discipline: Many schools implement a progressive discipline

approach, which means that consequences become more serious with each

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repeated violation. For minor infractions, a verbal warning, followed by written
warnings, detentions, or loss of privileges can be used.

Parental Involvement: Maintaining open lines of communication with parents or

guardians is essential. They should be informed about their child's behaviour and
involved in the resolution process. Parent-teacher meetings can help address
concerns collectively.

Behavioural Plans: For students with persistent behavioural issues, schools may
create individualised behaviour plans. These plans outline specific expectations,
consequences, and interventions tailored to the student's needs.

Counseling and Support Services: If the student's disobedience is related to

personal or emotional issues, offering access to counseling or support services
within the school or through external resources can be beneficial.

Restorative Practices: Some schools use restorative justice practices, which

focus on repairing harm and rebuilding relationships rather than punitive
measures. This may involve mediation or conflict resolution sessions involving
students, teachers, and administrators.

Alternative Education: In extreme cases, where a student's behaviour poses a

danger to themselves or others or significantly disrupts the learning environment,
temporary suspension or transfer to an alternative education programme may be
necessary.

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 Legal Action: In very severe cases, especially involving criminal activities,
schools may involve law enforcement, but this should always be a last resort.

Documentation: Schools should maintain thorough records of the student's

behaviour, interventions, and consequences. This documentation is essential for
tracking progress and making informed decisions.

It is important to emphasise a balanced approach that considers the student's

well-being and provides opportunities for growth and improvement while also
maintaining a safe and orderly learning environment for all students. Additionally,
it is crucial for schools to have clear, well-communicated policies and procedures
in place to address disciplinary issues consistently and fairly.

[Total marks 25]

Part C

The bibliography should be in Havard format.

Bibliography-already provided

To complete this assignment, please compile a list of all references that were used.
Referencing should be done in the Harvard format. (5)

[Total marks 5]

Total marks: 100

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Glossary

Analyse – To speak in depth about a subject; to divide into parts or elements and to
describe or examine in detail; to consider in terms of its constituent parts and to
illustrate how they relate to one another.

Evaluate – To give an informed opinion, as measured against specific standards on

a topic; to appraise or express an opinion regarding the value in terms of known
criteria – includes analysis, testing in terms of criteria.

Discuss – Provide whatever insights you can into the topic; to examine or investigate
by argument various sides and points of view to a subject; to make an analytical
examination of a statement or statement; to discuss a topic by examining its various
facets. A critical approach must be taken.

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