Vusi Mncube
Biographic Data
| ID | 4229659 |
|---|---|
| NAME | Vusi Mncube |
| GIVEN NAMES | Vusi |
| FAMILY NAME | Mncube |
| SIGNATURE | MNCUBE V |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0003-2103-2530 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Learners' Perspectives on Bullying in South African Schools
Challenges in Implementing Inclusive Education in Some Selected South African Schools
Can Violence Reduce Violence in Schools? The Case of Corporal Punishment
Gangsterism as a Cause of Violence in South African Schools
Can Violence Reduce Violence in Schools? The Case of Corporal Punishment
The paper is based on a qualitative study conducted in South African schools to obtain insights and understanding of the how and why of violence in schools based on the perceptions and experiences of teachers, learners, principals, support staff and School Governing Bodies (SGB). Semi-structured interviews, focus group interviews and observations were conducted. The study also employed ‘quantitative’ research methodology so questionnaires were ad…
Gangsterism as a Cause of Violence in South African Schools
This paper reports on a study that was conducted in six provinces of South Africa namely Gauteng, North West, Limpopo, Western Cape, KwaZulu-Natal and Mpumalanga. The aims of the study was to explore the perceptions and experiences of school stakeholders of school violence and the nature of violence that takes place in South African schools. This was a qualitative study that used interviews and documents. A questionnaire was also employed for gen…
The Social and Economic Impact of Corporal Punishment in South African Schools
Many South African and some schools elsewhere are consumed with violence. This study explored the social and economic impact of corporal punishment was conducted in two secondary schools in Umlazi, South Africa. This study is underpinned by the power and social control theory. The data collection relied on diverse methods which were: semi-structured interviews, documentation reviews, and observation schedules. The study revealed that both schools…
The Hybrid Nature of School Space and the Manifestation of Violence in South African Schools
Violence in South African schools seems to challenge the conventional perception of school as a safe place. Drawing from the qualitative data of a project that investigated the dynamics of violence in South African schools, this paper illustrates the manner in which violent practices in schools speak to the hybrid nature of school space. Using theories of hybridity and Third Space, the authors argue that as researchers and educators advocate for …
School Governing Bodies in Strengthening Democracy and Social Justice
This paper reports findings of a qualitative multi-site case study of schools in two provinces in South Africa. Framed within theories of democratic governance and social justice, the aim of the study was to explore the role of school governing bodies, through parental participation in strengthening democracy and social justice. Data were collected through semi-structured focus group interviews and phenomenological steps for data analysis were fo…
Chronicling Teachers’ Experiences in the Teaching of Business Education in Three Secondary Schools in Lesotho
This qualitative case study aimed at providing an in-depth insight into the day-to-day teaching of Business Education in secondary schools in Lesotho. The data collection methods used were influenced by interpretive paradigm and the study used individual interviews, observation and document reviews. The research findings revealed that teachers were not adequately trained on how to implement Business Education and not many of them were involved in…
Stakeholders’ Perceptions and Experiences of Learners’ Involvement in Democratic School Governance in South Africa
In Nigeria, in spite of the undeniable and impressive changes in educational attainment, large proportions of females continue to marry in adolescence.For example, in the year 2005, about half of all the women aged 15-19 were married by age 18 in the country.Despite this situation, research studies in Nigeria tend to focus disproportionately on the unmarried and on premarital sexual activities.Indeed, married adolescents and young women have rece…
Stakeholders’ Perceptions and Experiences of Learners’ Involvement in Democratic School Governance in South Africa
This is a qualitative study that used interviews and observations in two provinces of South Africa. The investigation considered the views of various stakeholders of school governing of different focus groups at schools in two provinces of South Africa. The study explored the actual or theoretical involvement of learners in School Governing Bodies (SGBs); what barriers exist to learner participation; the key issue of training for learner involvem…
Multi-grade Teaching and Quality of Education in South African Rural Schools
This paper reports on an investigation into the experiences of educators in Multi-grade teaching in rural schools. The study employed the qualitative approach of data collection, using observations and interviews. The findings suggest that in South Africa there is no curriculum differentiation between multi-grade and mono-grade classes, as such all learners use similar textbooks regardless. In addition, the national curriculum is graded and lacks…
Chronicling educator practices and experiences in the context of democratic schooling and quality education in South Africa
Perceptions of the principal’s role in democratic school governance in South Africa
This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicabl…
Social Justice, Policy and Parents’ Understanding of their Voice in School Governing Bodies in South Africa
Despite the powers that parents are endowed with regarding governance of schools in South Africa, they are not yet given sufficient room and space to deliberate on issues of school governance; instead they are still excluded by some teaching staff who deny them (explicitly or implicitly) from taking part in crucial decisions affecting education of their children. There are still issues excluding parents from participation in school governing bodi…
School Governing Bodies in Strengthening Democracy and Social Justice
This paper reports findings of a qualitative multi-site case study of schools in two provinces in South Africa. Framed within theories of democratic governance and social justice, the aim of the study was to explore the role of school governing bodies, through parental participation in strengthening democracy and social justice. Data were collected through semi-structured focus group interviews and phenomenological steps for data analysis were fo…
Social Justice, Policy and Parents’ Understanding of their Voice in School Governing Bodies in South Africa
Despite the powers that parents are endowed with regarding governance of schools in South Africa, they are not yet given sufficient room and space to deliberate on issues of school governance; instead they are still excluded by some teaching staff who deny them (explicitly or implicitly) from taking part in crucial decisions affecting education of their children. There are still issues excluding parents from participation in school governing bodi…
Perceptions of the principal’s role in democratic school governance in South Africa
This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicabl…
Social Justice, Policy and Parents’ Understanding of their Voice in School Governing Bodies in South Africa
Despite the powers that parents are endowed with regarding governance of schools in South Africa, they are not yet given sufficient room and space to deliberate on issues of school governance; instead they are still excluded by some teaching staff who deny them (explicitly or implicitly) from taking part in crucial decisions affecting education of their children. There are still issues excluding parents from participation in school governing bodi…
Perceptions of the principal’s role in democratic school governance in South Africa
This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicabl…
Chronicling educator practices and experiences in the context of democratic schooling and quality education in South Africa
Stakeholders’ Perceptions and Experiences of Learners’ Involvement in Democratic School Governance in South Africa
In Nigeria, in spite of the undeniable and impressive changes in educational attainment, large proportions of females continue to marry in adolescence.For example, in the year 2005, about half of all the women aged 15-19 were married by age 18 in the country.Despite this situation, research studies in Nigeria tend to focus disproportionately on the unmarried and on premarital sexual activities.Indeed, married adolescents and young women have rece…
Stakeholders’ Perceptions and Experiences of Learners’ Involvement in Democratic School Governance in South Africa
This is a qualitative study that used interviews and observations in two provinces of South Africa. The investigation considered the views of various stakeholders of school governing of different focus groups at schools in two provinces of South Africa. The study explored the actual or theoretical involvement of learners in School Governing Bodies (SGBs); what barriers exist to learner participation; the key issue of training for learner involvem…
Multi-grade Teaching and Quality of Education in South African Rural Schools
This paper reports on an investigation into the experiences of educators in Multi-grade teaching in rural schools. The study employed the qualitative approach of data collection, using observations and interviews. The findings suggest that in South Africa there is no curriculum differentiation between multi-grade and mono-grade classes, as such all learners use similar textbooks regardless. In addition, the national curriculum is graded and lacks…
School Governing Bodies in Strengthening Democracy and Social Justice
This paper reports findings of a qualitative multi-site case study of schools in two provinces in South Africa. Framed within theories of democratic governance and social justice, the aim of the study was to explore the role of school governing bodies, through parental participation in strengthening democracy and social justice. Data were collected through semi-structured focus group interviews and phenomenological steps for data analysis were fo…
Chronicling Teachers’ Experiences in the Teaching of Business Education in Three Secondary Schools in Lesotho
This qualitative case study aimed at providing an in-depth insight into the day-to-day teaching of Business Education in secondary schools in Lesotho. The data collection methods used were influenced by interpretive paradigm and the study used individual interviews, observation and document reviews. The research findings revealed that teachers were not adequately trained on how to implement Business Education and not many of them were involved in…
Can Violence Reduce Violence in Schools? The Case of Corporal Punishment
Gangsterism as a Cause of Violence in South African Schools
Can Violence Reduce Violence in Schools? The Case of Corporal Punishment
The paper is based on a qualitative study conducted in South African schools to obtain insights and understanding of the how and why of violence in schools based on the perceptions and experiences of teachers, learners, principals, support staff and School Governing Bodies (SGB). Semi-structured interviews, focus group interviews and observations were conducted. The study also employed ‘quantitative’ research methodology so questionnaires were ad…
Gangsterism as a Cause of Violence in South African Schools
This paper reports on a study that was conducted in six provinces of South Africa namely Gauteng, North West, Limpopo, Western Cape, KwaZulu-Natal and Mpumalanga. The aims of the study was to explore the perceptions and experiences of school stakeholders of school violence and the nature of violence that takes place in South African schools. This was a qualitative study that used interviews and documents. A questionnaire was also employed for gen…
The Social and Economic Impact of Corporal Punishment in South African Schools
Many South African and some schools elsewhere are consumed with violence. This study explored the social and economic impact of corporal punishment was conducted in two secondary schools in Umlazi, South Africa. This study is underpinned by the power and social control theory. The data collection relied on diverse methods which were: semi-structured interviews, documentation reviews, and observation schedules. The study revealed that both schools…
The Hybrid Nature of School Space and the Manifestation of Violence in South African Schools
Violence in South African schools seems to challenge the conventional perception of school as a safe place. Drawing from the qualitative data of a project that investigated the dynamics of violence in South African schools, this paper illustrates the manner in which violent practices in schools speak to the hybrid nature of school space. Using theories of hybridity and Third Space, the authors argue that as researchers and educators advocate for …
Learners' Perspectives on Bullying in South African Schools
Challenges in Implementing Inclusive Education in Some Selected South African Schools
Sociology (13 works) · Political science (12 works) · Psychology (12 works) · Pedagogy (11 works) · Politics (7 works) · Teacher Education and Leadership Studies (7 works) · Collaborative Teaching and Inclusion (6 works) · Democracy (6 works) · Perception (6 works) · Mathematics education (5 works)