Hazing Practices in South African Schools: A Case of Grade 12 Learners in Gauteng Province

Autor/inn/en	Huysamer, Carolyn; Seroto, Johannes
Titel	Hazing Practices in South African Schools: A Case of Grade 12 Learners in Gauteng Province
Quelle	In: SAGE Open, 11 (2021) 3, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seroto, Johannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211032177
Schlagwörter	Grade 12; High School Seniors; Late Adolescents; Hazing; School Culture; Sense of Community; Social Behavior; Group Behavior; Motivation; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; Halbstarker; Student unions; Student organizations; Initiation rite; Studentenorganisation; Studentenvereinigung; Initiation; Initiationsritus; Schulkultur; Schulleben; Social behaviour; Soziales Verhalten; Gruppenverhalten; psychologische; Motivation (psychologisch); Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Hazing is an ancient, universal practice. In past and modern societies, the need to join a group is an aspect of humanity. The process of joining a group frequently includes the need to be hazed to legitimate full membership. This article uses the theoretical frameworks of Foucault and Bourdieu's perspectives of social order, Tajfel and Turner's theory of social identity, and Bandura's theory of moral disengagement to inform the phenomenon of individuals joining groups. In particular, the study has sought to ascertain why those who haze are motivated to act. A grounded theory was developed through interviewing young adults, who planned hazing activities while in positions of leadership as Grade 12 learners in Gauteng schools. The grounded theory shows that hazing although enacted by an individual is not solely driven by that person, but rather hazing is a means of cultural reproduction. The developed theory is grounded and was verified through interviewing stakeholders in the school community who had extensive knowledge of the school culture and of Grade 12 learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01