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What are we really celebrating this Women’s Day?

07 August 2020 | Story Nombulelo Shange and Kali Nena

When capitalism is in crisis, it turns on women, people of colour, LGBTI++ groups and other minority groups. We have seen this throughout history. When World War I and II ended globally, economies were in tatters and capitalism had to repress women to regain its edge. Men returned home to find women doing ‘men’s work’, and the realisation that they were no longer able to provide for their families in the way that society expected them to.

This created what Bell Hooks refers to as a crisis of patriarchal masculinity. Men were suddenly confused about their role as men in the family and society, because the meaning they attached to being men as ‘provider’, ‘strong’, ‘head of the home’, etc., no longer applied to them. This confusion and frustration are taken out on women, both at home and in the workplace. Men were able to re-enter the workplace, despite women being paid less; many employers still preferred to hire men over women, and women lost their jobs to make room for men. As countries started to rebuild after both wars, women were convinced that their main role was in the home raising the kids, while the men grew the economy. The same is true for South Africa; at the end of apartheid, the SA economy was in ruins because of sanctions and because apartheid criminals emptied state funds before fleeing the country. Apartheid was ruthless to black men – many leaders were either dead, exiled, or in jail. A lot of the late apartheid liberation work was carried out by women and the youth. In a similar way as women in Europe and America were pushed aside after the wars, women in SA had to take a back seat to allow men to take the lead in growing a struggling economy.

Women are the most vulnerable

The current global lockdown caused by the Coronavirus outbreak is arguably the biggest threat to capitalism in our lifetime. The system is struggling during this time, because its core tenets have always been around profit and enriching white, patriarchal monopoly capital, not social well-being. Many jobs have been lost and the rates of Corona infections are staggering, while we are playing a juggling act between human lives and the economy. Women are the most vulnerable in this time, as they occupy the most unskilled jobs and face the greatest risk when it comes to job or income loss. Cases of gender-based violence are also spiking, with Eyewitness News reporting an increase in cases of domestic violence on the national hotline in the first three weeks of lockdown. More than 120 000 people called the hotline, which is double the usual volume.

What are we celebrating

With Women’s Day nearing, we need to ask ourselves what we are celebrating when this failing economic system has shown time and time again that women are not ‘valuable’. On the surface, celebrating Women’s Day/Month is important, because it is symbolic. Women such as Winnie Mandela, Lillian Ngoyi, Helen Suzman, Albertina Sisulu and many others have worked hard to ensure that women have better representation, and this should be celebrated. However, a deeper look into Women’s Day elicits reflection that should be part of the celebration. In simple terms, what is worth celebrating? The obvious answer would be that women are free from the political bondage that was apartheid, that women in general – and black women in particular – have fewer structural impediments to entering and progressing in business and at work, and that to some extent, women no longer have to enter the institution of marriage and bear children in order to be significant – at least in theory. But on the flip side, men are at war with women; even when women are able to overcome the historical and structural oppression and make it into workplaces, they still have to deal with sexual harassment and being undervalued. They face similar oppression in their communities and homes.

Capitalism needs to be challenged

The deaths of Tshegofatso Pule, Naledi Phangindawo, and many other women during the lockdown have led to renewed calls for greater protection for women and harsher punishments for men who abuse women. These calls are important and have created more awareness around the oppression of women. However, the discussion needs to include the markets and not just individuals and state or legal structures. The #BlackLivesMatter dialogue has recently taken a similar shift. The #BLM movement criticised corporate Americans for engaging in brand activism while failing to show support in hiring practices, highlighting that less than 1% of Fortune 500 CEOs are black.

The oppression and violence that people of colour and women face, were created by the capitalist system through slavery, colonialism, apartheid, etc. Capitalism never intended for women to ever benefit from the system; so, when we address the violence that women are suffering from partners who are experiencing a crisis of patriarchal masculinity, repressive workplaces, communities, church, etc., we have to challenge capitalism too, because this system affects every aspect of our lives, even in ways we do not realise. Employers still prefer to hire men over women, women are paid less, and there are fewer female executives; women still occupy most of the lowest paid, unskilled jobs. A study done by Jacqueline Mosomi found that women in the middle of the earning spectrum earn up to 35% less than men in SA. We know that women are less likely to stay in abusive or transactional relationships if they are financially independent; equal access to opportunities would see a lot more women empowered enough to protect themselves against violence. We still celebrate and get excited when big corporations in SA announce first black female top executives, and of course we should celebrate women’s achievements. But a certain level of outrage should be directed towards these companies for not being more inclusive sooner.

Producers and Reproducers

One of the oldest perspectives in sociology is the conflict perspective. It points out that part of the explanation for the plight of women is the division of males and females into producers and reproducers, respectively. Producers must work for their families to have access to food, clothes, and shelter, while reproducers have to bear children and care for those children. Societies by and large seem to believe that the success of the family, business, politics, and communities rests upon both males and females respecting this division. This arbitrary and often impractical demarcation has been debunked by feminist theorists such as Judith Butler. Judith Butler reminds us that these divisions of labour are socially constructed, they are not based on any absolute facts and they can be changed, dismantled, and reconstructed in different ways. However, the view of women as reproducers and nurturers has persisted even in the workplace, where male CEOs and managers far outnumber their female counterparts. With this in mind, as well as the heartless killing of women by men in different contexts, one would be forced to ask once again – are women really free? Can women ‘fit’ into a failing capitalist system that has never intended for them to be active members? What are we really celebrating this Women’s Day?

Opinion article by Nombulelo Shange and Kali Nena, Lecturers in the Department of Sociology

News Archive

Inaugural lecture: Bullying in schools: Everyone’s problem

2005-06-03

Bullebakkery in skole: Almal se probleem
Bullying in schools: Everyone’s problem
Intreerede, 1 Junie 2005
Inaugural lecture, 1 June 2005
Corene de Wet

1. Inleiding
Leerders hoor dikwels dat hul ouers en opvoeders opmerkings soos die volgende maak:
Might is right. It is good to be able to dominate others. To be dominated by others is shameful. You should never complain about ill-treatment by others. You should learn to take it. You should never sympathise with wimps. To be gentle and compassionate is to be weak (Rigby 1996: 80).

Dié opmerkings, wat impliseer dat bullebakkery deel van die grootwordproses is, word deur volwassenes vir wie leerders lief is en respekteer, geuiter. Dit het tot gevolg dat bullebakkery as aanvaarbare gedrag voorgehou word. Bullebakkery maak egter inbreuk op die kind se reg tot menswaardigheid, privaatheid, vryheid en sekuriteit. Bullebakkery het ’n invloed op die slagoffer se fisieke, emosionele, sosiale en opvoedkundige welstand. Fisieke gevolge sluit die volgende in: hoofpyne, bednatmaak, verlies aan eetlus, swak liggaamshouding en maagprobleme. Bullebakkery kan tot die volgende emosionele probleme by slagoffers lei: depressie, selfmoordneigings en selfmoord, gespannenheid, vrees, asook gevoelens wat geassosieer word met Post Traumatiese Stres – verwardheid, angstigheid, woede en hartseer. Sosiale gevolge van bullebakkery is onder andere sosiale isolasie en eensaamheid, slagoffers het probleme om met ander kinders en volwassenes te meng, en is/word baie skaam. Opvoedkundige gevolge sluit die volgende in: slagoffers is baie afwesig, onttrek hulle van sosiale aktiwiteite by die skool, hulle is bang om vrae in die klas te vra, verlies aan konsentrasie, steek dit weg as hulle nie werk verstaan nie as gevolg van die vrees dat hulle gespot sal word en onderprestasie sodat hulle nie as té slim voorkom nie.

Bullying has various short- and long-term consequences for the bully. Although bullies are often popular in their peer group, they are seldom able to conclude real friendships. They rarely do well at school. Educators do not like them. Bullying is sometimes the first stepping stone to juvenile crime and criminal activities. The bully abuses alcohol and drugs more readily than other children. Some of them come to school armed. Bullies are often anti-social adults; some of them abuse their children, marriage or life partners. Roland (2002:62-65) found that not only victims but also bullies have suicide thoughts and symptoms of depression more regularly than learners who are not involved in bullying. Zeelie (2002:280) writes that bullying is a “loss experience”, a “loss of safety, loss of self-esteem (they bully you, then you bully yourself). Bullies experience a loss of belonging and lose control over their own life.”

The aim of this lecture is to report, against the background of a literature study on data from two studies on bullying in Free State secondary schools. In both of these, questionnaires were answered anonymously and the data treated confidentially. The first study involved an investigation into a group of Free State learners’ perceptions and experiences of bullying in their respective schools. The second study concentrated on Free State educators’ experiences, observations and perceptions with regard to bullying.

2. What is bullying?
Research on bullying in schools was conducted for the first time more than thirty years ago by Dan Olweus in Norway. From the literature review, it seems that bullying is a problem not only in Nordic countries, but also in among others the USA, Spain, Germany, the Netherlands, and Japan. Although research on bullying since the 1980s has led to various international publications, little has been published on the subject in South Africa.

Olweus (1994:9), the leading figure in research on bullying, defines bullying as follows: “a student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative action on the part of one or more students.” Olweus (1994:9) explains the term “negative action” as follows: “a negative action is when someone intentionally inflicts, or attempts to inflict injury or discomfort upon another”. A Dutch psychologist, Van der Meer (quoted by Limper 1998:1), gives the following definition: “Bullying is a systematic, psychological, physical or sexual act of violence by a pupil or a group of pupils with respect to one or more classmates, who are not (any longer) in a position to defend themselves.”

From the aforementioned definitions it is clear that bullying always includes the following three elements: the intentional use of aggression, an unbalanced relationship of power between the bully and the victim, and the causing of physical pain and/or emotional misery.

Although there are considerable similarities between bullying and other forms of aggression, bullying, according to De Haan (1997:1), has the following characteristics: the bully acts purposefully rather than accidentally. The aim of bullying is to get control over another person by means of physical or verbal aggression. Bullies attack without reason, except that they see victims as easy targets. Bullies are usually more popular among their peer group than children who are merely aggressive.

The following common examples of bullying can be identified:
• Physical bullying includes punching, poking, strangling, hair pulling, beating, biting, excessive tickling and direct vandalism.
• Verbal bullying includes such acts as hurtful name-calling, persistent teasing, gossiping and racist remarks.
• Relational bullying occurs when the victim is deliberately excluded from activities.
• Emotional bullying includes terrorising, extorting, defaming, blackmailing, rating/ranking of personal characteristics such as race, disability or ethnicity, manipulating friendships, ostracising and peer pressure.
• Sexual bullying includes many of the above as well as exhibitionism, sexual positioning, sexual harassment and abuse involving actual physical contact and sexual assault.

3. Die aard en omvang van leerderbullebakkery

Die persepsie dat bullebakkery deel van die grootwordproses is, lei daartoe dat slagoffers onwillig is om hulle ouers en opvoeders te vertel dat hulle afgeknou word. Voorts blyk dit dat slagoffers weerwraak van die bullebak of selfs klasmaats, wat die onthulling as storieaandraery sal sien, vrees. Indien die afknouery erg is of oor ’n lang tydperk plaasvind, is die slagoffers bang dat dit hulle ouers sal ontstel, veral as hulle dink dat hulle ouers nie in staat sal wees om die situasie te verander nie. Kinders is soms onwillig om te erken dat hulle duur items of geld aan bullebakke gegee het. Ouers stel nie net akademiese nie, maar ook sosiale verwagtinge aan hulle kinders, gevolglik is geviktimiseerde kinders, wat verworpe en ongewild voel, onwillig om te erken dat hulle afgeknou word. Adolessente voel dikwels, in hulle strewe na groter onafhanklikheid, dat hulle in staat behoort te wees om die probleem self te hanteer. Voorts is die kind-ouer-/ leerder-opvoederverhouding gedurende adolessensie dikwels gespanne en is kommunikasiekanale nie na wense nie. Bullebakkery is soms so subtiel dat dit moeilik is om dit te verwoord. Daar bestaan voorts die siening by leerders dat opvoeders nie betrokke wil raak by bullebakkery nie.

Voorafvermelde faktore het tot gevolg dat baie ouers en opvoeders onbewus is van die vlakke van bullebakkery waaraan hulle kinders en/of leerders blootgestel word. Die volgende navorsingsresultate toon egter aan dat bullebakkery ‘n redelik algemene verskynsel in Vrystaatse skole is.

Vrystaatse leerders word die meeste aan direkte en die tweede meeste aan indirekte verbale teistering blootgestel. Slegs 29.2% van die leerders wat aan die navorsingsprojek deelgeneem het, was nog nooit aan direkte en 32.15% aan indirekte verbale teistering blootgestel nie. Byna die helfte van die leerders het aangedui dat hulle ten minste een keer per maand die slagoffers van direkte verbale teistering was. ‘n Relatief groot persentasie van die leerders (32.45%) is al deur mede-leerders te lyf gegaan; 11.21% van hulle is ten minste een keer per week deur mede-leerders geslaan en/of geskop, gestamp en/of op ’n ander wyse fisiek seergemaak. Direkte, fisieke aggressie is dan ook die derde mees algemene vorm van bullebakery waaraan die leerders blootgestel is.

Die plek waar die Vrystaatse leerders besonder weerloos teenoor bullebakke staan, is taxi’s. Hoewel slegs 31.86% van die respondente aangetoon het dat hulle met ’n taxi skool toe en terug pendel, beleef 29.64% van hierdié leerders taxi’s as óf baie onveilig óf redelik onveilig met betrekking tot bullebakkery. Die area op die skoolterrein waar die leerders die meeste aan bullebakkery blootgestel word, is die badkamers/toilette. Die area waar die meerderheid Vrystaatse leerders geborge voel, is hulle klaskamers – slegs 0.61% het aangetoon dat hulle “baie onveilig en bang” in hulle klaskamers voel; 59.55% het aangetoon dat hulle “baie veilig” daar voel.

From the research it is apparent that learners are usually bullied by members of the same gender. However, not only boys are guilty of physical harassment: several boys indicated that one or more girls injured them physically, a number of girls were injured by members of the same gender. Some of the boys described in the open-ended question how they were kicked and beaten by other boys on a regular basis. One of them was kicked in the face regularly by his hostel roommate, he was too afraid to do something about it, because “his family was known for assaulting people”. Another boy mentions that the bullies regularly put sand in his mouth.

According to a grade 12 girl, learners are verbally bullied on a regular basis not only individually, but also as a group. She writes:

At our school there are these boys who are racists. They act mean against black people in our school. There is this particular group of boys in our Maths class. When the teacher is out they take a red pen and write on the projector and spray it with spirits. It looks like blood and they would say it is AIDS and my friends and I have it.

By contrast with the opinions of Banks (1997:1) and Olweus (1994:19, 23-25) that racial composition in schools does not influence bullying, it seems to play a role in some Free State schools, as is apparent from the above description. Besides this grade 12 girl, 25 respondents described explicitly racist incidents.

Slegs 4.91% van die opvoeder- en 16.22% van die leerderrespondente het aangetoon dat bullebakkery “glad nie” ‘n probleem by hulle onderskeie skole was nie. Dit moet gevolglik beklemtoon word dat opvoeders regsgeldig en moreel verplig is om dissipline te handhaaf en om te sien na die veiligheid van leerders wat aan hulle sorg toevertrou is. Volgens die Gedragskode van die Suid-Afrikaanse Raad vir Opvoeders (SACE s.a.:1) moet opvoeders alle redelike stappe neem om die veiligheid van leerders te verseker. Opvoeders moet ook kennis neem van Squelch (2000:53) se waarskuwing, naamlik dat skole bullebakkery nie as onbelangrik moet afmaak nie. Skoolhoofde of opvoeders kan aan nalatigheid skuldig bevind word indien bevind sou word dat hulle nie die nodige stappe geneem het om bullebakkery te voorkom en dissipline te handhaaf nie.

If victims of bullying are faced with school inaction, the criminal justice system should be considered. Police action should be seen as a last resort. It is therefore important for educators to honour their ‘in loco parentis’ obligations. It is thus encouraging to take note of the fact that 88.29% of the educator respondents indicated that they would intervene in cases of verbal bullying, while 89.71% of them would intervene if they saw learners being physically bullied. However, only 19.97% of the learners who were victims of bullying indicated that they were helped by educators or other adults from their respective schools.

Consistent with previous research, it was found in the present study that learners are reluctant to tell others, especially educators, that they are being victimised by bullies. Educators therefore need to acknowledge that they may have a credibility problem with many children when it comes to dealing satisfactorily with bully/victim problems. This can be remedied by demonstrating that educator intervention is much more likely to result in satisfactory outcomes for those learners they seek to help. It is important that educator intervention does not make matters worse. This may require some educators to change their strategies. One promising strategy is to work closely with the learners who are prepared to cooperate with educators in countering bullying, for example by working with an anti-bullying committee of learners, who give support and credibility to the efforts of educators and counsellors.

Die bevindinge van die studie, wat lig werp op die gebrek aan vertroue by leerders in hulle opvoeders se vermoëns en/of bereidwilligheid om hulle by te staan in die stryd teen bullebakkery, het belangrike implikasies vir onderwyseropleidinginstellinge. Die belangrikheid van opleiding, hetsy aanvanklike of indiensopleiding, om opvoeders te bemagtig om bullebakkery te beveg, moet beklemtoon word. Opvoeders sukkel dikwels om te besluit of kinders besig is om mekaar af te knou, en of hulle slegs besig is om te speel en/of mekaar te terg. Die onvermoë van opvoeders om binne ‘n breukdeel van ‘n sekonde ‘n oordeel te vel, is een van die belangrikste redes waarom opvoeders dikwels nie bullebaksituasies in die kiem smoor nie. Voorts is daar ‘n persepsie onder sommige leerders dat opvoederintervensie die posisie van die slagoffer sal vererger. Opleiding is dus belangrik om opvoeders te help om ingeligte besluite te neem wanneer hulle konfliksituasies waarneem. Opleidingskursusse moet voornemende opvoeders met basiese beradingsvaardighede toerus sodat hulle in staat sal wees om die praktiese en emosionele aspekte van viktimisasie te hanteer.

Attention will now be given to a topic that receives scant attention by researchers, namely, the fact that some learners bully their educators.

4. Educator-targeted bullying

According to Pervin and Turner (1998:4) it could be argued that educator-targeted bullying and disruptive learner behaviour is the same thing. Fontana (1995:354) defines disruptive behaviour as “behaviour that proves unacceptable to the teacher”. Educator-targeted bullying can include the following: }

• Persistent, intentional, vigorous abuse of the educator.
• Swearing and/or mocking the educator.
• Knowingly ignoring the educator.
• Making personal comments about the educator.
• Damaging the educator’s property.

Learners who indulge in educator-targeted bullying aim to undermine the educator’s confidence. In a study on educator-targeted bullying in Free State schools it was found that 24.85% of the respondents were physically abused by their learners, 33.44% were the victims of indirect verbal bullying, and 18.1% were at one time or another sexually harassed by their learners. These bullying actions should be seen as infringements of educators’ human rights (RSA 1996, art. 9-12), and in contravention of the Guidelines for the consideration of governing bodies in adopting of a code of conduct for learners (RSA, 1998: 11, 14). The aforementioned guidelines list the bullying of learners as one of the learner offences that may lead to either suspension or expulsion. Although these guidelines do not mention educator-targeted bullying, it could be argued that the forbidding of this, could mutatis mutandis be made applicable to educator-targeted bullying.

Pervin and Turner (1998:7) have found that victims of educator-targeted bullying have lowered their expectations (in terms of behaviour, co-operation and academic output) of learners who bully them. They warn that this lowered expectation may rub off on other learners who happen to be in the same class as the bullies. As a result of lowered educator expectations, classes containing learners who carry out educator-targeted bullying are less likely to be exposed to a variety of teaching methods, thereby reducing the scope for educators to carry out interesting lessons. Educators are reluctant to tell their colleagues that they are the targets of learner bullies. Educators who suffer from educator-targeted bullying should therefore be supported with some kind of mentoring system by their colleagues and principals. There should be an awareness among all role players – educators, principals, parents, learners and the Department of Education – that educator-targeted bullying does, in fact, take place. By raising awareness, it will be possible to improve morale in schools and reduce educator-targeted bullying. In their anti-bullying policies, schools should include a section on educator-targeted bullying, which may help to solve the problem.

However, educators are not the only victims of bullying; some of them are the bullies.

5. Opvoeders wat leerders viktimiseer

Elke kind het die reg om onderwys in ‘n veilige skoolmilieu te ontvang. Hoewel dit opvoeders se verantwoordelikheid is om dié reg van leerders in stand te hou, blyk dit dat sommige opvoeders direk verantwoordelik gehou kan word vir die skending van kinderregte. Terwyl seksuele wangedrag deur diegene in gesagsposisies nog altyd ten sterkste afgekeur is, is dit nie altyd die geval met ander vorme van verbale en fisieke bullebakkery nie. Die geringskatting van dié vorm van opvoederwangedrag blyk uit die feit dat min bewyse in die literatuur gevind kon word oor navorsing wat handel oor opvoeders wat leerders treiter. Yoon (2004:38), Smith (2004:98) asook Parada, Marsh en Craven (2003:8) wys kripties daarop dat opvoeders wel hulle leerders kan afknou. Die feit dat geen verwysing na navorsing oor dié tipe bullebakkery in ‘n Suid-Afrikaanse konteks gevind kon word nie, beteken nie dat die Suid-Afrikaanse onderwysowerhede die tipe opvoederwangedrag goedkeur nie. Volgens die Suid-Afrikaanse Raad vir Opvoeders se Gedragskode (SACE s.a.:2) moet opvoeders

• Gesag met empatie uitoefen;
• Enige vorm van vernedering vermy, en hulleself van enige fisieke en psigologiese misbruike weerhou; en
• Hulle van seksuele teistering, hetsy fisiek of emosioneel, van leerders weerhou.

Indien voorafgaande met die voorbeelde van wat bullebakkery is, vergelyk word, is die ooreenkomste duidelik. Daar kan dus gekonkludeer word dat die Suid-Afrikaanse Raad vir Opvoeders bullebakkery deur opvoeders verbied.

Individue is dikwels die beste bron van inligting oor hulle eie gedrag, want hulle weet waarom hulle sekere dade gepleeg het. Tog blyk dit dat selfevaluering, veral met betrekking tot aggressiewe gedrag, onderworpe is aan verskeie vooroordele – soos byvoorbeeld om ‘n sosiaal aanvaarbare antwoord te gee (Pakaslahti & Kelikangas-Järvinen 2000:178). Dit is dus kommerwekkend dat 55.83% van die opvoeders wat aan die navorsingsprojek deelgeneem het, aangedui het dat hulle al leerders verbaal geviktimiseer het; 50.31% van die respondente het aangedui dat hulle al leerders te lyf gegaan het. ‘n Klein persentasie van dié opvoeders, naamlik 6.13%, het genoem dat hulle ten minste een keer per maand skuldig was aan dade van seksuele teistering.

Sommige opvoeders is nie net direk nie, maar ook indirek verantwoordelik vir die teistering van leerders. Opvoeders sien dikwels sensitiwiteit en die negatiewe houding wat sommige leerders teenoor bullebakkery toon, as negatiewe karaktereienskappe. Opvoeders wat onverdraagsaamheid teenoor leerderslagoffers van bullebakkery se onvermoë om hulle situasie self te besleg toon, is instrumenteel in die vestiging van ‘n geweldskultuur in skole. Eerder as om sensitiwiteit en die vermoë om jouself van gewelddadige teenoptrede te weerhou as positiewe karaktereienskappe te beskou, word dit as die optrede van ‘n swakkeling afgemaak. Dié houding dra eerstens daartoe by dat leerders onwillig is om opvoeders in hulle vertroue te neem as hulle slagoffers van bullebakkery is. Tweedens kan dit gesien word as ‘n bevestiging van die wanpersepsie dat bullebakkery ‘n integrale deel van die grootwordproses is.

6. Concluding remarks

From this lecture, it has become evident that while some Free State educators and learners are the witnesses of incidences of bullying, others are the victims and/or perpetrators of direct and indirect verbal, as well as emotional, physical and sexual bullying. In a twenty-first century climate of increasing concern for the rights of individuals and groups, be they due to race, sex, disability, religion, or sexual orientation, the right of the learner to be educated, but also the right of the educator to educate without suffering from victimisation is entrenched in the South African Bill of Rights. Every educator and learner in South Africa has the right to life, equal protection and benefit of the law, of dignity, as well as of freedom and security of the person (RSA, 1996: art. 9-12). These rights will only be realised in a bully-free school milieu.

Om bullebakkery teen te werk is ’n omvattende anti-bullebakprogram, kollektiewe verantwoordelikheid en die vestiging van ’n omgeekultuur by skole en in die gemeenskap noodsaaklik. Onderwysowerhede, wetstoepassers, onderwysersopleidingsinstellings, opvoeders, ouers en leerders – die slagoffer, die bullebak en die klas- en/of skoolmaats (stille meerderheid) – is die belangrikste rolspelers in die stryd teen bullebakkery is. Dié rolspelers moet betrek word om -

• ’n bewustheid te skep oor die aard en omvang van bullebakkery;
• portuurgroepverhoudinge te verbeter;
• tussenbeide te tree om intimidasie te voorkom;
• duidelike reëls te ontwikkel om bullebakkery te voorkom; en
• (mede-)leerders en opvoeders te ondersteun en te beskerm.

Bronnelys

Banks R 1997. What should parents and teachers know about bullying? http://www.focusas.com/Bullying.html.

DeHaan L 1997. Bullies. http://www.ext.nodak.edu/extpubs/yf/famsci/ fs570w.htm.

Fontana D 1995. Psychology for teachers. Third edition. London: MacMillan Press.

Limper R 1998. The only way to combat bullying is cooperation between all those involved in school. http://ericcass.uncg.edu/virtuallib/bullying/1013.html

Olweus D 1994. Bullying at school. What we know and what we can do. Oxford: Blackwell Publishers.

Pakaslahti L & Kelikangas-Järvinen L 2000. Comparing of peer, teacher and self-assessments on adolescent direct and indirect aggression. Educational Psychology, 20(2):177-190.

Parada RH, Marsh HW & Craven R 2003. The beyond bullying program: an innovative program empowering teachers to counteract bullying in schools. Paper presented at NZARE AARE, Auckland, New Zealand, November 2003.

Pervin K & Turner A 1998. A study of bullying of teachers by pupils in an Inner London school. Pastoral Care, December: 4-10.

Rigby K 1999. Bullying in schools and what to do about it. Melbourne: The Australian Council for Educational Research.

Roland E 2002. Bulling, depressive symptoms and suicidal thoughts. Educational Research, 44(1):55-67.

Republic of South Africa (RSA) 1996. Constitution of the Republic of South Africa. Act 108 of 1996. Available url.: http://www.polity.prg.za/html/govdocs/constitution/saconst.html?rebookmark+1.

RSA (Republic of South Africa) 1998. Guidelines for the consideration of governing bodies in adopting of a code of conduct for learners. Government Gazette 776, 15 May. Pretoria: Government Printer.

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