Preventive or punitive disciplinary measures in South African schools : which should be favoured? : research article

Preventive or punitive disciplinary measures in South African schools : which should be favoured? Recent research shows a major paradigm shift towards preventive and positive rather than punitive disciplinary measures. Since the essence of learner discipline is correctional and educational rather than punitive, this approach seems to be the correct one - especially after the abolition of corporal punishment in South African schools. However, the question remains: is there still room for punitive and reactive learner discipline in our schools? And if so, which is the better approach, and where should the emphasis be? This article endeavours to evaluate the two approaches by means of a normative framework. Rather than ruling which approach is the more successful one, the authors argue that it is not the one or the other, but rather a combination of the two approaches. One of the guiding determinants for correct decision-making is vested in maintaining a safe, harmonious and orderly environment conducive to education and learning. The decision regarding the most effective form of discipline in a particular instance should therefore be determined by the context of the situation. For example, it depends on the seriousness of the misconduct, the attitude of the learners (e.g. was it as a result of intent or negligence?), the age of the learner, the influence it had on the teaching-learning environment, et cetera. Voorkomende of bestraffende dissiplinere maatreels in Suid-Afrikaanse skole : watter benadering moet voorkeur geniet? Onlangse navorsing toon dat daar 'n klemverskuiwing vanaf (be)straffende dissiplinAare maatreels is na voorkomende maatreels. Aangesien die grondslag van leerderdissipline korrigerend en opvoedend eerder as bestraffend van aard behoort te wees, blyk hierdie benadering korrek te wees - veral in die lig van die afskaffing van lyfstraf in Suid- Afrikaanse skole. Die vraag ontstaan nou onwillekeurig: is daar nog ruimte vir (be)straffende maatreels in Suid-Afrikaanse skole? Indien wel, waar moet die klem val? Ten einde 'n antwoord hierop te probeer vind, word die twee benaderings in die gang van hierdie artikel teen 'n normatiewe raamwerk afgeweeg. Op grond van sodanige oorwegings bevind die outeurs dat nie net een van die twee benaderings aangewend behoort te word nie, maar eerder 'n kombinasie daarvan. Een van die basiese determinante vir besluitneming oor die korrekte benadering in 'n gegewe situasie is die grondliggende opvoedende oogmerk: die voorsiening van 'n geborgenheidsruim wat essensieel is vir opvoedende onderwys. Die ideale benadering is dus 'n kontekstuele benadering waar oorwegings soos die erns van 'n oortreding, die gesindheid van die leerder (bv. was daar sprake van opset of nalatigheid?), die ouderdom van die leerder, die invloed wat sy optrede op die leeromgewing gehad het, ensovoorts, in ag geneem word.