Browsing Faculty of Education by Author "Garegae, K.G."
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Garegae, K.G. (Academic Journals. http://www.academicjournals.org, January NaN, 2008)[more][less]
Abstract: Although student discipline had existed since the beginning of mankind, the disciplinary methods employed have changed over the years, giving rise to culturally irrelevant disciplinary strategies. This study explored teachers’ views about approaches to discipline experienced in Botswana schools in terms of policy and practice. In particular, the study sought for information on teachers’ day-to-day experiences and their views with regard to the implementation of student discipline regulations. Twenty teachers, who have been in the field for at least eight years, were interviewed once. Interview proceedings were recorded and later transcribed verbatim. The study showed that teachers feel disempowered by schools’ discipline regulations, and that students take advantage of such regulations to undermine teachers’ authority. Based on the premise that discipline approaches are culturally conceptualized and negotiated, the paper argues that student discipline has grown into an epidemic in Botswana schools because culturally inappropriate approaches are employed. Recommendations as to how the problem could be curbed are discussed and suggestions for further studies are made. URI: http://hdl.handle.net/10311/523 Files in this item: 1
Garegae_ERR_2008.pdf (791.2Kb) -
Jankie, D.; Garegae, K.G.; Tsheko, G.N. (IJSRE, http://www.ijsre.com, June NaN, 2011)[more][less]
Abstract: The paper draws attention to the relationship between the research process and the production of knowledge on adolescent sexual behaviours and HIV and HIV and AIDS issues by adolescents in Botswana schools. Within this context the paper addressed the successes and challenges experienced in conducting single and mixed sex semi-structured focus group interviews with adolescents in four junior secondary schools. It also explored adolescents’ feelings about participating in focus interviews that that explore issues regarding sex, sexuality, HIV and AIDS. Data drawn from the interviews as well as researchers’ reflections suggest that the use of focus groups as a qualitative data collection strategy opened possibilities for adolescents to share diverse knowledge, experiences and perspectives on sex, sexuality, HIV and AIDS. Likewise, it suggests that various factors enhanced and limited adolescents’ participation in focus group interviews. Moreover, this data also provides opportunities for researchers to rethink and problematize ways in which they conceptualize and utilize focus group interviews in research-based knowledge with adolescents in particular. Although the intention of this paper is not to make generalizations about the use of focus group interviews within the Botswana context, the findings reported in this paper have implications for developing and promoting culturally sensitive research approaches relevant to this country/society. URI: http://hdl.handle.net/10311/1114 Files in this item: 1
Jankie_IJSRE_2011.pdf (2.097Mb)
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