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Exploring disciplinary measures in two Zimbabwean secondary schools: an investigation into a restorative justice approach.

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This qualitative case study explored the implementation of restorative justice in response to students’ indiscipline in two Zimbabwean secondary schools. The study was bounded in two secondary school cases: a non-government (private) and government (public). The data were generated with purposively sampled teachers, administrators, students, and parents. A new framework, homegrown in Zimbabwe, that articulates the cultural values of Zimbabweans, emerged from the analysis of how restorative justice is implemented in the two cases. The findings derived from multiple sources of data revealed multiple understandings of restorative justice and students’ indiscipline and that the two schools implemented several restorative justice models to mitigate students’ indiscipline. The findings for this study offers insight into students’ indiscipline in Zimbabwean secondary schools and restorative justice approaches. This study contributes mainly to the limited literature on the implementation of restorative justice in the Zimbabwean education system. The research has the potential to assist in reducing violent tendencies that has overridden nations in the Southern African Development Community (SADC) region - but mostly Zimbabwe. More broadly, the thesis also helps by providing new ways of understanding and disciplining young children, restoratively.


Doctoral Degree. University of KwaZulu-Natal, Durban.