Hit me baby one more time: the engendering of violence in children's discourse in South African schools

Abstract

This article explores the disjuncture between discourses of equity, equality, and consideration as evident in the formal secondary schooling curriculum (DoE, 2003) and learners' physical and speech behaviour in two schools in KwaZulu-Natal between 1999–2005, despite critical literacy interventions in these schools. The article draws on Shefer, Shefer and Foster's (2000) research on Discourses of Power and Violence in Students' Talk at UWC. Discourses which are intimidatory, harassing and threatening are often used to girls, and when boys talk together girls are often referred to in a demeaning manner. Our research reveals that the abuse is subtle and generally underplayed by the school. In particular, we argue that both the educational and home environments support the patriarchal stereotypes which remain evident in children's language and behaviour.