Browsing by Author "Marks, Monique."

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Attitudes of teachers and pupils toward use of corporal punishment in Nakuru municipal primary schools, Kenya.
(2003) Simiyu, Christine Namalwa.; Marks, Monique.
The use of corporal punishment in schools is a highly topical and much debated subject worldwide. With the advent of humanitarian principles, corporal punishment was classified by the United Nations (UN) as violence and child abuse and this led to the banning of its use in schools by many countries especially in the western world. Kenya is not an exception as it recently followed suit by banning the use of corporal punishment in schools, through the enactment of Education Act Number 30 of 2001. Despite the ban, information from press reports and other literature seem to indicate that the practice of corporal punishment continued unabated in Kenyan schools. However, there is little information to indicate: (1) whether infact corporal punishment was being practiced in the selected schools or the extent/prevalence and nature of its practice; (2) what maintains corporal punishment in schools; and (3) strategies for eliminating it. Moreover, the extent to which teachers and pupils are aware of the ban is not known. Three main goals of this study, therefore, were to establish: whether corporal punishment was being practiced in Nakuru Municipal primary schools in Kenya; the attitudes that the primary school teachers and pupils hold towards the use of corporal punishment in the selected schools and the impact, if any, that their attitudes had on the practice of this punishment in those schools. The study applied a Survey research design. Questionnaires, with both open-ended and closed-ended items were used to collect data from the respondents. The respondents' attitudes were expressed in terms of their beliefs, feelings and views about the use of corporal punishment in school. The attitudes were measured in terms of the respondents' degree of agreement and disagreement with the attitudinal statements measured along a Likert scale which gauged their beliefs, feelings and views about the use of corporal punishment in the selected schools. The target population consisted of teachers and pupils in four primary schools in Nakuru Municipality. A sample of 72 teachers and 160 pupils was selected. Descriptive and inferential statistics were used to analyse data using the SPSS software package. The results obtained indicated that corporal punishment was being practiced in the selected schools and the teachers and pupils this practice was supported. Corporal punishment was being practiced by teachers in Nakuru municipal primary schools despite their knowledge of the legal prohibitions and negative consequences of this practice. It was also established that the attitudes of the teachers and pupils towards the use of corporal punishment in school had a significant relationship with the practice of corporal punishment in the four selected schools. Where the teachers and pupils had a favourable or positive attitude towards the use of corporal punishment in school, the level of the practice of corporal punishment was very high but where the teachers and pupils has a negative attitude towards the use of corporal punishment in school, the level of the practice of corporal punishment was extremely low. The teachers and pupils justified the practice of corporal punishment in the selected schools under the belief that it had merits. It (corporal punishment) was believed to be a chastisement for children, a catalyst for good academic performance and the most effective deterrent for bad behavior, laziness and a corrective measure. The conclusion drawn was that the teachers’ and pupils’ attitudes towards the use of corporal punishment in school had a big impact on the practice of corporal punishment in the four Nakuru municipal primary schools. The study concludes with a set of recommendations for curtailing the use of corporal punishment in schools in Kenya. (1.) Abbreviated as CP in some parts of this report.
Community engagement of local space in crime mapping and policing of informal settlements : a study of Cato Crest informal settlement.
(2012) Singh, Shalendra.; Marks, Monique.; Hargovan, Hema Keshavlal.
In any country where there are informal settlements, crime prevention and combat is, to a great extent, determined by the availability of reliable information about crime and about the physical environment in which it occurs. Of equal importance in reducing crime is accurate reporting on the behalf of the public and accurate mapping of crime incidences on the part of the police. Informality makes such information gathering, reporting and mapping extremely challenging. Street level geocoding match rates are lower in informal settlements areas compared to formal urban areas, due to the fact that these areas are unplanned without any road networks or proper address points. To determine the success or otherwise of measures taken to control crime in informal settlements, it is necessary for a system to be in operation whereby crime can be geocoded to a specific location. The integration of community local knowledge with Geographic Information Systems can help populate urban-based geospatial databases for informal settlement crime mapping, and a mental mapping exercise can contribute by the identification of landmarks which can be geocoded. The aim of this research was to establish how community understandings and constructions of their local geography can contribute to ‘official’ police crime mapping and, consequently, to the improvement of policing in informal settlements. In order to achieve this research objective, community ‘mind maps’ were explored through focus groups and these were correlated with police geocoding and mapping systems. The aim here was to explore whether and how these systems can work together in dealing more effectively with crime and in enhancing police-community relations in informal settlement areas. A key finding of this research was that, coming together or integration between community generated mapping information and conventional GIS methodologies, has the potential to completely transform the way in which informal settlements crimes are mapped.
Fear of crime, social cohesion and home security systems in post-apartheid South Africa: a case study of Ward 33, Durban.
(2013) Vahed, Yasmeen.; Marks, Monique.
This study investigates the causes of fear of crime amongst residents of Ward 33 in KwaZulu-Natal, and the impact of this fear on their behaviour; the relationship between social cohesion and fear of crime; how residents are trying to make themselves safer in their own homes; and whether these measures are indeed producing feelings of greater safety and security. The research methodology employed for this dissertation is mainly qualitative, in particular the use of storytelling and photographs, which were used as a “canopener” to get respondents to discuss their security choices as well as the choices made by others. The findings indicate that the sources and extent of fear of crime vary amongst residents. Fear of crime emanates from the physical and social environment as well as the kinds of information shared within communities. Embedded within the narratives is a strong association of race with crime, which is deepening divisions in the ward. The findings also question whether greater heterogeneity automatically reduces social cohesion. As far as home security is concerned, the northern part of the ward is generally more affluent and this is reflected in the more diverse security measures adopted by residents. In discussing the principles of Crime Prevention Through Environmental Design (CPTED), which is based on the idea that crimes are less likely to occur when properties are visible, residents’ attitudes tended to vary according to their respective fear of crime, their financial status, and specific location within the ward. A theme running consistently through the literature and in some of the narratives is the effect of geography on how residents and potential criminals view an area. The regeneration of some parts of the ward and neglect of others shows the differential outcomes when local community members choose whether or not to be proactive and participate in such projects.
Inner city informal traders as key social agents in governing security : an exploration of policing arrangements in Warwick Triangle.
(2014) Mngomezulu, Eugene Sakhile.; Marks, Monique.; Ballard, Richard James.
This dissertation explores the way in which ordinary citizens in Durban take responsibility for security. The study focused on an organisation, Traders Against Crime (TAC) that was formed in 1996 by informal traders in Warwick Triangle in response to multiple safety challenges in the precinct where they trade. It examined the role played by this non-state security formation in generating safety in the Warwick Triangle precinct in the city of Durban. Drawing on the nodal policing mapping framework developed by Benoit Dupont, this dissertation maps out how this security ‘node’ fits within the broader network of nodal security actors in the Warwick Triangle area, and how the relationships between these actors change as a result of context, resources and power relations. The dissertation demonstrates that the TAC has been a central node in the governance of security in the Warwick Triangle area. Indeed, at times, it has been the primary actor, rather than the state police. The dissertation therefore interrogates the mentalities and technologies used by the TAC in its quest to govern security. While there is little doubt that the TAC generated a greater sense of safety in the area, the ways in which they did so were not always considered ‘legitimate’ or even ‘lawful’ by other actors, such as the public police. Despite this, the nodal relationships between the TAC and the public police are complex and somewhat ‘liquid’. The relationships between the various nodal actors can be characterised as both co-operative and competitive, as the various groupings trade-off and exhibit their ‘capitals’ and capacities. While the TAC provides a ‘bottom-up’ policing service, their effectiveness and sustainability is dependent on the response and support of state bodies such as local government and the public police which are neither guaranteed nor consistent. Furthermore, the sustainability of organisations such as the TAC is dependent on the commitment of volunteers, most of whom are struggling to make a living in the informal economy.
Investigating the effectiveness of orphans and vulnerable children (OVC) programmes in schools : a case of Ntuzuma G-section in Durban.
(2014) Mbatha, Zilungile Pearl.; Marks, Monique.; Thabethe, Nompumelelo Cynthia.
South Africa has a growing number of orphans and other children made vulnerable by the scourge of HIV and AIDS. Like many other countries in Africa and globally, the fight against this pandemic has been ongoing. Not only have there been interventions to stop the spread of the disease and provide education on preventive measures, but the country has the responsibility to take care of the orphans and ensure that their needs are met as enshrined in the Bill of Rights of the South African Constitution. Some interventions are mandated by the United Nations’ (UN) Convention on the Rights of the Child and other treaties and declarations that are vital to children. The South African government also has its own strategies to deal with the effects of the pandemic. One such initiative is the establishment and funding of school-based programmes for Orphans and Vulnerable Children (OVC). The study investigated the effectiveness of this programme within three schools in Ntuzuma G-section, which is situated in the eThekwini Region in the Province of KwaZulu-Natal. The study employed non-probability sampling procedures. Interviews were conducted with the OVC coordinator in the Pinetown district of the Department of Education, principals and OVC coordinators at the three schools, and OVC caregivers/foster parents at home. Guided by Urie Bronfenbrenner’s Ecosystems theory of child development, the results of the study suggest that this initiative is not effective in addressing the needs of OVC. It was established that orphans come to schools with psychological and developmental challenges which the programme fails to address. Emerging data suggest a lack of efficient and effective planning, proper allocation of funding and proper monitoring strategies in implementing this programme. The lack of training of OVC coordinators in schools to ensure the effective running of the programme is also cause for concern. They also lack support from the district office to ensure the sustainability of the programme. Hence, while the study acknowledges that such programmes are a worthwhile government initiative centred on the concept of ‘ubuntu’ (humanism), it is also recognised that a lack of proper systems and processes compromise quality service delivery. Without a conducive environment, it becomes challenging for the OVC Coordinators to respond appropriately, particularly because the nutrition programme is not the schools’ traditional role. Based on Urie Bronfenbrenner’s Ecosystems theory of child development, it is recognized that the socio-economic challenges associated with the escalating rate of OVC are structural and systemic; hence, schools should collaborate with other social actors such as families, churches, communities, health agencies, non-profit organizations, and government departments to build OVC’s resilience and bring about genuine development. This approach is also likely to result in a paradigm shift in the schools’ OVC programme from institutionalized to community care and support initiatives. Therefore this study recommends policy reforms in the school education system so as to foster and promote partnerships to ultimately enrich the wellbeing of OVC. This should include, inter alia, ongoing monitoring and evaluation and proper liaison between the Department of Education (DoE) and communities to enhance ongoing care and support of OVC. Continuous OVC training and support for educators are also recommended as socio-economic challenges demand that all educators develop a consciousness of social justice. Currently, training support is limited to educators who are OVC coordinators. It is recommended that all educators be properly trained to understand the needs and strengths of OVC for systems strengthening. The study concludes that the OVC programmes in schools are not a panacea for development. To ensure effectiveness, other development actors should come on board to promote people-centred, community-driven development.
Transforming robocops? : a case study of police organizational change in the Durban Public Order Police unit.
(2002) Marks, Monique.; Sitas, Aristides.
This dissertation provides a sociological description and explanatory account of the organisational transformation in the Durban Public Order Police (POP) unit following the transition to democratic governance in South Africa in the mid-1990s. In contrast to other more cursory commentary on police organisational change in South Africa, an in-depth case study is used to provide a close-in examination of the details of successes and limitations of particular aspects of the transformation project. Through the use of an ethnographic approach - supported by quantitative research methods - I explore the mechanisms that were used to bring about change in Durban POP and assess the extent to which this change process has been successful. Extending the work of Janet Chan and Edgar Schein, I argue that for police organisational change to take place, there needs to be a shift in both the field (objective, historical relations or the structural conditions of police work) but also in existing 'police culture' (basic assumptions and values). Police organisational transformation can only be partially brought about through conventional mechanisms of change such as new policies, revised training, or even new entrylevel recruitment programmes. Rather, fundamental shifts in assumptions and values requires a) changes in the way in which police work is structured and evaluated; b) daily experiences 'on the streets' that demonstrate that new policing responses achieve desired and positive outcomes; and c) a work environment that is supportive whereby all members feel acknowledged and where the diversity of members (and consequently of communities more broadly) is valued. To empirically validate this argument, three key areas of the organisational life of Durban POP are examined. First, the extent to which the behaviour of members of the unit toward the public has changed following the implementation of new training and policy is closely examined. I argue that mechanical change in police behaviour was not difficult to achieve. However, this behavioural change was only partly accompanied by more fundamental changes in the basic assumptions that police held about their work and their environment. Changed behaviour was, as a result, contingent on immediate circumstances and on the extent of supervision and gUidance provided to unit members by their officers. Second, in order to explain this low level of change, I examine the nature of management and supervision in the unit. Despite the emphasis in the South African public service legislation on participatory and professional management practices, police supervisors and managers had retained an autocratic management style. In addition, police supervisors and managers did not always provide sufficient direction to rank-and-file officers, much needed during times of police organisational change. Third, in further explanation of the limited level of change, the extent to which pre-existing social cleavages (based on race and gender) that existed within the unit have changed is explored. Despite affirmative action and equity legislation and programmes, the unit continued to be plagued by deep racial and gender divisions which were reinforced by the structural make-up of the unit and the inability of middle management to challenge them and to provide alternative ways of organizing and interacting within the unit.