This interpretivist research paper discusses the teachers’ perceptions of learners’ human rights and their implications on classroom management. Since the abolishment of corporal punishment, most teachers believe that learners’ human rights are being given the most attention and due to this, classrooms are places of violence and teachers’ classroom management strategies are ineffective. This paper uses the lens of Critical Emancipatory Research (CER), which has a mission to critique and challenge, reform, and empower; it promotes social fairness and strengthens democratic deals. This qualitative paper conveniently held focus group interviews with 15 teachers in public secondary schools in the Lejweleputswa District. This paper answers two questions: What are teachers’ perceptions of learners’ human rights in school context, and what implications do they have on classroom management? The data was analysed thematically. The findings demonstrate that teachers lack knowledge on human rights education and see learners’ human rights in school context as a threat to their right to discipline learners in classrooms. In light of the findings, this study suggests that teachers need urgent and continuous training on human rights education.

Authors:
Ernest Mpindo, Central University of Technology, South Africa
Constance Mphojane, Central University of Technology, South Africa
Awelani Rambuda, Central University of Technology, South Africa

About the Presenter(s)
Mr Ernest Mpindo is a University Doctoral Student at Central University of Technology, Free State (Welkom Campus) in South Africa

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