Exploring a school-based peace club: the experiences of young adults at a high school in Pietermaritzburg, KwaZulu-Natal.
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Date
2016
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Abstract
Conflict and violence have become ‘normal’ experiences in many South African homes and
schools. Since the home and the school are the two places where children spend most of their
time, these are places where they should obtain the most support and care. However, research
has shown that violence and victimisation in schools is ongoing and escalating (Burton &
Leoschut, 2013). Furthermore, according to Burton and Leoschut (2013) schools have
exceeded communities as the breeding ground for social ills such as crime and violence.
Peace clubs have been introduced into a few schools as a new concept and have been
presented as a possible form of peace intervention. The Mennonite Central Committee of
Zambia have presented the concept of the peace club to South Africa as an opportunity for
learners to become involved in the peace process. The objective of such an initiative is to
impress upon learners that conflict should be dealt with peacefully before it escalates into
violence.
This study was conducted in a high school in Pietermaritzburg where a peace club had been
instituted. Using an interpretive paradigm, the study makes use of case study methodology to
explore the learning experiences of a group of young adults in the peace club. Several data
collection methods were used including questionnaires, observation, interviews, creating
collages, journal writing and document analysis. The case study methodology and the various
data collection methods contributed to gaining a qualitative insight into the peace club
project. Numerous data sources were used to build the case which is framed by Lave and
Wenger’s (1991) theory of Community of Practice. The key concepts of this theoretical
framework were used as a lens and included situated learning, legitimate peripheral
participation, meaning making, knowledgeability and competence to form identity (Lave and
Wenger, 1991; Wenger, 1998; Wenger, 2014; Wenger and Trayner, 2015). Through these
key concepts, the researcher was able to obtain a sense of the practice of the peace club, the
experiences of the learners, a sense of who the learners are becoming and a sense of their
peace community.
The findings of the study reveal that the peace club offers young adults a possible means by
which to find peaceful solutions to deal with conflict. According to Maharaj, “Learners need
to be involved in processes of creating a peaceful learning environment for all” (Maharaj,
2011, p. ii). Over time, members of the peace club developed a renewed sense of trust,
improved self-confidence and a changed identity. Through their involvement in the peace
club, the value of social learning and spiritual connection was also recognised by many
participants.
The study does not set out to portray the peace club as an instant solution, panacea or ‘magic
wand’ to end violence and victimisation in schools, but rather exposes the urgency for
schools to implement a system for young adults to deal with such issues. This study therefore
presents the peace club as a possible form of peace intervention for learners.
Description
Master of Education. University of KwaZulu-Natal, Pietermaritzburg, 2016.
Keywords
Theses--Education.