Discipline and punishment at the nexus of gender and sexualities: the voices of learners from a South African township secondary school.

Abstract

This study examined discipline and punishment at the intersection of gender and sexuality, focusing on narratives from learners in a South African township secondary school. Conducted in Umlazi Township, KwaZulu-Natal, the study used an interpretivist paradigm and purposive sampling to recruit 23 participants. Data were generated using participatory drawings and in-depth focus group discussions (FGDs) to explore learners' experiences of discipline. The analysis was informed by Karl Marx’s conflict theory, queer theory, and Michel Foucault's ideas about discipline and punishment, using visual data analysis and thematic analysis. Findings reveal the complex mechanisms of power, control, and identity within the educational setting. Using Foucault's concepts of discipline and punishment, conflict theory, and queer theory, the study highlights the intricate layers of institutional control, gender norms, and sexual identity struggles that shape learners' experiences. The use of corporal punishment, regulation of gender and sexual identities, and reproduction of societal power structures through disciplinary practices underscore the pervasive influence of societal norms and power dynamics within the school environment. These findings advocate for a critical examination of disciplinary practices and their impact on marginalized learners, emphasizing the need for more equitable and inclusive approaches to school discipline.