Shrouds of Silence: A Case Study of Sexual Abuse in Schools in the Limpopo Province in South Africa

Autor/inn/en	Masehela, Boledi; Pillay, Venitha
Titel	Shrouds of Silence: A Case Study of Sexual Abuse in Schools in the Limpopo Province in South Africa
Quelle	In: Perspectives in Education, 32 (2014) 3, S.22-35 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Sexual Abuse; Rural Schools; Cultural Influences; Social Justice; Teacher Student Relationship; Principals; Federal Legislation; Civil Rights; Sexuality; Sex Role; Semi Structured Interviews; Questionnaires; Secondary School Students; Secondary School Teachers; Student Attitudes; Parent Attitudes; Teacher Attitudes; Poverty; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sexueller Missbrauch; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Cultural influence; Kultureinfluss; Soziale Gerechtigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Principal; Schulleiter; Bundesrecht; Bürgerrechte; Grundrechte; Zivilrecht; Sexualität; Geschlechterrolle; Fragebogen; Sekundarschüler; Schülerverhalten; Elternverhalten; Lehrerverhalten; Armut; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study seeks to understand the reasons that allow a parent, a principal and a teacher to maintain silence when young girls under their care are sexually abused. Put another way, it attempts to explain what it is about sexual abuse that makes these parties relinquish their role as protectors of innocent children. This paper, based on a larger study of sexual abuse in schools in the Limpopo Province, investigates the possibility that teacher/learner sexual abuse has, over the years, become imbued in a cultural silence linked to African cultural practices. It is argued here that the silence on sexual abuse might be rooted in traditional, patriarchal views on gender and social justice. The research findings indicate that there might well be a growing resistance to what is regarded by some communities as the imposition of liberal, urban, value systems on traditional, rural African people. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10