Maart 2013: jaargang 10, nommer 1 - LitNet

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LitNet Akademies Jaargang 10 (1), Maart 2013 nor the parents or the learners (initially) were ready for change. However, 18 years after the democratisation of education it appears as if members of the community, parents, educators and learners still clash because of deep-rooted racial prejudice. However, racial tension is no longer presented as the root cause of school violence. The apparent decline in racial conflict is probably not only a reflection of what really happens at schools, but also an indication of changes in Rapport's readership profile and editorial policy. Theme 6: The “we are not like that” discourse. In a theme extending across all three levels of the ecosystemic model the authors of articles, or those who have conducted interviews with them, distance themselves from the violence or from what is, in their view, unacceptable behaviour. This could lead to an apathetic attitude towards school violence among the readership. Theme 7: School violence is violent. By describing incidents pertaining to school violence in detail, and the use of words belonging to the lexical register of criminality and anarchy, Rapport leaves little room for doubt with the reader: school violence at South African schools involves extremely violent criminal offences. Some of the reports emphasise that violent crimes are often committed in cold blood. Furthermore, the reports emphasise the fact that the violent actions not only influence the teaching and learning milieu, but also jeopardise the safety of the communities in which the schools are situated. Theme 8: The situation is out of control. With emotionally charged words, suggestions that school violence is on the increase and the fact that no school is safeguarded against school violence, and by pointing out the inability of role players to keep this violence in check, Rapport conveys the message the school violence in South Africa has spiralled out of control. This could lead to a fear psychosis among the readership. Reports about school violence that have appeared in Rapport portray a comprehensive image of school violence in South Africa. This study confirms once again that school violence is a complex, multidimensional social problem which cannot be limited to a single ecosystem. Government policy, community values and factors, education structures, educators, parents and learners are in constant interaction as sources of, but also victims of, school violence. However, lack of contextualisation and the emphasis on the sensational could lead to a twisted view of school violence and panic among readers. Readers and researchers should, therefore, display a critical attitude towards the media as sources of information. Although one could assume that Rapport will not wilfully publish false or twisted information, news reports represent the editor’s and/or journalists’ unobjective, interpreted version of events. This article is the first South African research publication that reports on how a single media source has reported on a single, complex social problem over a relatively long period. The study offers a fresh view on research about school violence: a complex problem is studied through the lens of a source of information focused on the here and now. Key words: content analysis; newspapers; Rapport; school violence; South Africa 344
1. Inleiding LitNet Akademies Jaargang 10 (1), Maart 2013 Geweld is ’n onlosmaaklike deel van die onderwystoneel – sowel die Suid-Afrikaanse (Burton 2008:2; Leoschut 2008:1; Ngqela en Lewis 2012:87; Vally 1999:1; Van der Westhuizen en Maree 2009:44) as die internasionale (Cowie, Hutson, Jennifer en Myers 2008:494; Curcio en First 1993:2; Henry 2009:1248; Khoury-Kassabri, Astor en Benbenishty 2008:1; Kondrasuk, Greene, Waggoner e.a. 2005:638). Navorsers toon ’n groeiende belangstelling in skoolgeweld in die Suid-Afrikaanse konteks (Leoschut 2008:1; Van der Westhuizen en Maree 2009:45). Die volgende is slegs enkele voorbeelde van die tipe navorsing oor skoolgeweld wat sedert die begin van die 21ste eeu in Suid-Afrika onderneem is (kyk Jacobs 2012:127–71 vir ’n omvattende kritiese evaluering van Suid-Afrikaanse navorsingspublikasies oor skoolgeweld). Zulu, Urbani, Van der Merwe en Van der Walt (2004:170–5) het met behulp van vraelyste wat deur 288 leerders voltooi is, data bekom oor die aard en omvang van skoolgeweld in die KwaMashu-distrik (KwaZulu- Natal). Ngqela en Lewis (2012:87–97) se kwalitatiewe gevallestudie kyk na adolessente verbonde aan ’n Wes-Kaapse township-skool se belewing van skoolgeweld. Prinsloo (2008:29) het ondersoek ingestel na skoolgeweld in Gauteng. Vraelyste is deur 1 873 graad 6- tot 11-leerders voltooi. Van der Westhuizen en Maree (2009:54) se studie is gebaseer op data verkry van nege opvoeders in die Pretoria-omgewing, asook 365 finalejaaropvoedkundestudente verbonde aan die Universiteit van Pretoria. Die studente moes na afloop van hul praktiese onderwys in groepverband reflektiewe antwoorde op vrae oor skoolgeweld in oop vraelyste gee. Shields, Nadasen en Pierce (2009:1192) het ’n vergelyking getref tussen die invloed van die waarneming van gemeenskaps- en skoolgeweld en direkte viktimisasie tussen kinders in vyf Kaapstadse township-skole. Ngqela en Lewis (2012:87), Prinsloo (2008:27) en Van der Westhuizen en Maree (2009:44) deel die siening dat skoolgeweld besig is om toe te neem in Suid-Afrika. Dié siening baseer hulle nie op empiriese data wat oor ’n lang tydperk versamel is nie, maar op mediadekking. Navorsers baseer dus nie hulle bevindinge oor skoolgeweld uitsluitlik op empiriese navorsing of literatuurstudies nie, maar ook op inligting uit nuusbronne. Nie net navorsers nie, maar ook Jan Alleman het ’n belangstelling in skoolgeweld (De Wet 2003a:36). Soos voorvermelde navorsers wend hulle hul tot die media om oor die aangeleentheid ingelig te word. Ter wille van sirkulasiesyfers, asook kyker- en luisteraargetalle, is die massamedia meer as bereid om in hulle lesers, kykers en luisteraars se vraag na nuus oor skoolgeweld te voorsien (De Wet 2003a:36). Volgens Cowie e.a. (2008:495) is die media feitlik obsessief in hul verslaggewing van sensasionele misdade, soos skoolgeweld. Die massamedia teer nie net op Jan Alleman se belangstelling in geweldsmisdade nie, maar speel ook ’n belangrike rol om hulle in te lig oor en op hoogte te hou van skoolgeweld en ander aktuele aangeleenthede (Cowie e.a. 2008:494; De Wet 2003a:36; De Wet 2003b:113; Jacobs 2012:26). Navorsers (Carlyle, Slater en Chakroff 2008:171; Ertm, Donmez en Oksel 345
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Maart 2013: jaargang 10, nommer 1 - LitNet

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