Conceptualisation of violence and discipline among students, teachers, and parents in Nyarugusu Refugee Camp, Tanzania
Conceptualisation of violence and discipline among students, teachers, and parents in Nyarugusu Refugee Camp, Tanzania
复制标题
DOI：
10.1016/j.chiabu.2023.106555
复制
发表时间：
2024-01-24
影响因子：
4.8
通讯作者：
Devries，Karen
中科院分区：
文献类型：
--
作者：
Barongo，Vivien;Kiwale，Zenais;Devries，Karen
关于人们如何将“暴力”和“纪律”概念化的学术研究很少，特别是在人道主义背景下。这可能限制暴力预防干预措施的可转移性。本文考察了坦桑尼亚尼亚鲁古苏难民营的学生、教师和家长对暴力和纪律概念的理解。方法在尼亚鲁古苏难民营的27所学校实施了EmpaTeach干预措施，以防止教师对学生的身体暴力，作为大型试验的一部分，进行了定性研究。来自未接受干预的对照学校的基线和中线调查的数据为本文提供了信息，本文共分析了14次深度访谈（8次与学生和6位教师）和6次焦点小组讨论（2次与教师，4次与家长教师协会的家长）。深入访谈和焦点小组讨论的录音都逐字抄录，并从斯瓦希里语翻译成英语（刚果语）和基隆迪语翻译成英语（布隆迪语）。根据学生、教师和家长的观点，使用主题分析对翻译后的数据进行验证和编码。结果参与者透露，同样的行为行为可能被不同地归类为暴力或纪律。对暴力的理解与行为的后果有关，其中可能包括身体或心理伤害，或其他被认为对儿童的未来和生活机会有害的伤害，特别是少女怀孕。未经同意的性行为也被视为暴力。相比之下，纪律是根据意图来理解的，对学生的行为是为了纠正不良行为。结论：研究结果表明，将行为行为的有害后果作为纪律的教育，可能对暴力预防干预很重要，并且从儿童积极发展的角度制定干预措施可以帮助改变学校的纪律策略。
BackgroundLittle academic research has been conducted on how people conceptualise ‘violence’ and ‘discipline’, especially in humanitarian settings. This may limit the transferability of violence prevention interventions. This paper examines the understanding of violence and discipline concepts among students, teachers, and parents in the Nyarugusu Refugee Camp in Tanzania.MethodsA qualitative study was undertaken as part of the larger trial testing the effectiveness of the EmpaTeach intervention to prevent physical violence from teachers to students implemented in 27 schools in Nyarugusu Refugee Camp. Data from baseline and midline surveys in control schools that did not receive the intervention informed this paper where a total of 14 in-depth interviews (eight with students and six teachers) and six focus group discussions (two with teachers and four with parents from the Parent Teacher Association) were analyzed. Both audio recordings from in-depth interviews and focus group discussions were transcribed verbatim, and translated from Kiswahili to English (Congolese) and Kirundi to English (Burundian). Translated data were verified and coded using thematic analysis based on the views of students, teachers, and parents.ResultsParticipants revealed that the same behavioural acts could be differentially classified as violence or discipline. Violence was understood in relation to the consequences of acts, which could include physical or psychological harm, or other harms which were seen as detrimental to children's futures and life chances, particularly adolescent pregnancy. Sexual acts without consent were also seen as violence. In contrast, discipline was understood according to intent, and perceived acts done towards students to correct bad behaviour.ConclusionResults imply that education about the harmful consequences of behavioural acts intended as discipline, may be important for violence prevention interventions and that framing interventions in terms of positive child development could help change discipline strategies in schools.