LEADER 03053nam 2200409 450 001 9910558089903321 005 20230516214852.0 024 7 $a10.4102/aosis.2021.BK204 035 $a(CKB)5840000000014585 035 $a(NjHacI)995840000000014585 035 $a(EXLCZ)995840000000014585 100 $a20230516d2021 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aDiscipline in education $esome less frequently explored issues /$fedited by Johan Botha 210 1$aCape Town, South Africa :$cAOSIS,$d2021. 215 $a1 online resource (382 pages) 225 1 $aNWU education and human rights in diversity series 311 $a1-928523-95-1 330 $aThis book addresses a perennial challenge to the success of the South African education system, namely, discipline. This volume steers the interrogation of discipline in a new direction, reflecting on ways in which recent research can benefit South African schools. This includes the need for alternative discipline that will enhance education. The scholarly contribution lies in its in-depth exploration of the relevance of research findings to South African schools and to the twenty-first-century socio-political environment. For the first time, scholarly interrogation of the issue of learner discipline in South African schools draws on indigenous knowledge systems. Its post-colonial and decolonial perspectives offer an ethical and moral compass for behaviour that could contribute to the well-being of South African society (and other societies similarly afflicted by anti-social behaviour). The book offers a range of perspectives on the debates on discipline and associated issues, and should stimulate future discussions on discipline and indiscipline at a time when South Africa and many other societies engage with the effects of social and political transformation. This scholarly book is aimed at academics and researchers. The contributors include philosophers, moralists, corporativists, education law specialists, curriculum specialists, specialists in education and culture, advocates of ubuntu, and people using meta-syntheses of approaches and practices and religious practices such as a Christian ethical/moral approach to parental and school discipline. They draw on their insights into postcolonialism, the impact of indigenous knowledge, theories of agency, dysfunctionality and school underperformance. The book offers an intriguing depiction of opposing views on discipline. 410 0$aNWU education and human rights in diversity series. 517 $aDiscipline in Education 606 $aConstitutional law$zSouth Africa 606 $aHuman rights$zSouth Africa 615 0$aConstitutional law 615 0$aHuman rights 676 $a342.68 702 $aBotha$b Johan 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910558089903321 996 $aDiscipline in Education$92985556 997 $aUNINA