"Things here in township schools are different": crime, insecurity, and schooling in a South African township.
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| Title: | "Things here in township schools are different": crime, insecurity, and schooling in a South African township. |
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| Authors: | Ngidi, Ndumiso Daluxolo1 ngidin10@ukzn.ac.za, Ntinga, Xolani2 |
| Source: | Educational Review. May2026, Vol. 78 Issue 4, p505-520. 16p. |
| Subject Terms: | *Education, *Community development, Social structure, Social justice, Justice |
| Abstract: | This paper examines how crime, insecurity, and social disorganisation affect the educational experiences of learners and teachers in two secondary schools in Umlazi township, South Africa. Drawing on social disorganisation theory and qualitative data from interviews and focus groups, the study shows how crime is normalised within school environments, while community-led safety initiatives often destabilise rather than protect learning spaces. The findings highlight the limitations of education reforms that ignore broader structural violence and call for multidimensional strategies that integrate schooling with community development, poverty alleviation, and public safety initiatives. Building on relational theories of peace and dialogue, the paper argues that restoring hope in township schools requires rehumanising relationships, fostering restorative practices, and strengthening community cohesion. Ultimately, educational transformation must be part of broader social justice efforts, recognising that the conditions of learning are inseparable from the structural inequalities that shape township life. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper examines how crime, insecurity, and social disorganisation affect the educational experiences of learners and teachers in two secondary schools in Umlazi township, South Africa. Drawing on social disorganisation theory and qualitative data from interviews and focus groups, the study shows how crime is normalised within school environments, while community-led safety initiatives often destabilise rather than protect learning spaces. The findings highlight the limitations of education reforms that ignore broader structural violence and call for multidimensional strategies that integrate schooling with community development, poverty alleviation, and public safety initiatives. Building on relational theories of peace and dialogue, the paper argues that restoring hope in township schools requires rehumanising relationships, fostering restorative practices, and strengthening community cohesion. Ultimately, educational transformation must be part of broader social justice efforts, recognising that the conditions of learning are inseparable from the structural inequalities that shape township life. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131911 |
| DOI: | 10.1080/00131911.2025.2520247 |
