Employing African Indigenous Knowledge Systems in managing learner discipline: perspectives of school management teams.

Abstract

The aim of this study was to explore the perspectives of School Management Teams (SMTs) about incorporating African Indigenous Knowledge Systems in managing learner discipline in schools. It set out to explore whether African Indigenous Knowledge systems has a space in our schools, in particular with helping to manage learner discipline. African Indigenous Knowledge comprises of values such as respect, kindness and humanity which are needed in schools to help manage learner discipline. The Ubuntu Leadership Philosophy was used as the theoretical framework, justified for its ability to present a way of being, understanding and acting in the world. The study was conducted within the Interpretivist paradigm and a Qualitative case study was adopted as a research approach. Semi-structured interviews with two Principals, two Deputy Principals and two Departmental Heads were used to generate data. Thematic analysis was used to analyse generated and transcribed data. Findings suggest that School Management Teams have some understanding of the concept of African Indigenous Knowledge System. Two views emerged on whether AIKS has a space in South African schools, particularly to help manage learner discipline. It was also found that if AIKS could be adapted and incorporated in schools, it could be a useful framework to manage learner discipline.