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All Journal International Journal of Educational Innovation and Research Managere: Indonesian Journal of Educational Management
Seni, Abdallah Jacob
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Understanding perceptions of teachers and pupils towards corporal punishment for pupils with disabilities in primary schools in Tanzania: Implications for the promotion of social justice in education Zuberi, Thabiti; Seni, Abdallah Jacob; Sungwa, Reuben
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11093

Abstract

In Tanzanian primary schools, corporal punishment is legally permitted and widely practiced as a disciplinary method, often extending to pupils with disabilities. This study explores the perceptions of teachers and pupils towards the use of corporal punishment on pupils with disabilities, focusing on its implications for social justice and inclusive education. A qualitative approach, employing a phenomenological design, was used to understand the lived experiences of the participants. Data were collected through in-depth interviews with two head teachers and eight subject teachers, as well as focus group discussions involving ten pupils with disabilities, all purposively sampled. Thematic analysis revealed that corporal punishment is commonly justified by teachers as a means of addressing indiscipline, despite its negative impact on pupils’ emotional well-being and academic engagement. Some teachers recognized the contradiction between corporal punishment and inclusive education principles, highlighting its violation of the rights of pupils with disabilities. Pupils described feeling marginalized and fearful, highlighting the adverse effects of this practice on their sense of belonging and learning environment. The study recommends a shift towards alternative disciplinary approaches that uphold the rights and dignity of all pupils, particularly those with disabilities. It emphasizes the need for targeted professional development programs to equip teachers with non-violent strategies for managing classroom behavior. Furthermore, it calls for the enforcement of inclusive education policies and the creation of support networks to foster socially just and equitable learning environments. By addressing these issues, this study contributes to the discourse on inclusive education and social justice, advocating for systemic reforms to align Tanzanian educational practices with global standards.
Lost Classrooms, Found Streets: Understanding the Roots and Realities of Deviant Behaviours Among Out-of-School Children in Africa Seni, Abdallah Jacob
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.810

Abstract

This article presents a systematic review of the deviant behaviours of out-of-school street children in Africa. It aims to explore the underlying factors that drive children to the streets, the forms of deviant behaviours they engage in, and the public perception of this phenomenon. The review examined 15 empirical studies selected from academic databases, including Google Scholar, Scopus, Web of Science, Dimensions, and PubMed, in accordance with the PRISMA guidelines. Data were analysed thematically using a narrative synthesis approach. The findings reveal that poverty, parental violence, and family disintegration are the main factors pushing children into street life, resulting in the denial of access to basic education. Street children were found to engage in deviant behaviours such as begging, violence, substance abuse, theft, and prostitution. While most of the public holds negative perceptions of these children, some view their struggle as a sign of resilience and survival. The review highlights the urgent need for integrated interventions involving government, social organisations, and educational stakeholders to break the cycle of poverty and provide educational opportunities for street children. Promoting inclusive basic education is essential for empowering these vulnerable children and shaping a more equitable future.
Co-Authors Sungwa, Reuben Zuberi, Thabiti