Violent masculinities: a case study of violence among high school boys in Umlazi, KwaZulu-Natal.

Abstract

This study explores how a group of boys in grades 9 and 12 at an Umlazi high school construct their masculinities in often violent ways. The school is located in a poverty-stricken community. The theory of masculinities is employed as a lens through which to explore both the perceptions of the participants regarding violence and the way they construct their masculinities, which often lead to various forms of violence. The mixed research approach was adopted, utilising questionnaires and individual interviews to generate data. The findings of the study reveal that the participants have different perceptions of violence. The research further reveals that some of these boys construct their masculinities in situations where corporal punishment is sanctioned, and they bully boys who do not adhere to their notions of hegemonic masculinity and others they perceive as being homosexual. The relationship between hegemonic masculinity and violent behaviour is evident in the data showing boys who assume power and subordinating both other less powerful boys and girls. The findings show that violence is located within conflicting notions of masculinity. It is also evident that there are certain spaces in the school where violence predominantly occurs. This is constructed as normal behaviour, however, there are instances of boys who display non-violent behaviours and attempt to resolve conflict. This suggests that coming from a violent background does not automatically reproduce violent behaviours, or that boys from more peaceful backgrounds might not necessarily be nonviolent. Implications for the study are documented from the voices of the participants. The research concludes that violence in schools, particularly among boys, is a huge social problem. It also demonstrates that gender-based violence is problematic and that it should be dealt with. This study therefore recommends intervention strategies to be designed and implemented by the school management team, teachers, learners, parents and the school governing body, so as to promote a more peaceful and violence-free environment. Awareness campaigns are examples of strategies that can be employed to combat gender-based violence at the school.