mirage

2007 - Opvoeder-tot-leerder seksuele teistering in sekondere skole

Boloka/Manakin Repository

Show simple item record

dc.contributor.author De Wet, Anna-Magrieta en_US
dc.contributor.author Oosthuizen, Izak en_US
dc.date.accessioned 2010-08-04T15:34:32Z
dc.date.available 2010-08-04T15:34:32Z
dc.date.issued 2009 en_US
dc.identifier.citation DE WET, A., & OOSTHUIZEN, I. 2009. 2007 - Opvoeder-tot-leerder seksuele teistering in sekondere skole. Tydskrif vir Geesteswetenskappe, 47(4):86-102, Dec. [http://www.scimagojr.com/index.php] en_US
dc.identifier.issn 0041-4751
dc.identifier.uri http://hdl.handle.net/10394/3255
dc.description.abstract The Promotion of Equality and Prevention of Unfair Discrimination Act (SA 2000) describes sexual harassment as unwelcome behaviour relating to sex, gender or sexual orientation, or which is related to a person's membership or perceived membership of a specific group, for example women or homosexual persons. Sexual harassment can be divided into 5 categories including gender harassment, seductive behaviour, sexual bribery, sexual coercion and sexual assault, which includes rape (Lewis & Hastings 1994:22). Sexual harassment in these categories can take on one or more of the following forms: verbal, non-verbal, physical, hostile environment, quid-pro-quo or secondary harassment (Van Meelis 1999:74; Oosthuizen & De Wet 2005:74, Neff 2001:1, OCR 2001:1).An empirical study was done among 2414 learners from 10 secondary schools in the Potchefstroom area (which includes Potchefstroom, Ikageng, Lesedi and Promosa). A structured questionnaire was used to gain information on the forms and frequency of sexual harassment that learners are subjected to in their schools.From the study it seems that sexual harassment in some schools may possibly be described as hostile environment harassment. Frequencies for educator-to-learner harassment are rather low, suggesting that educator-to-learner harassment is not a particularly big problem in these schools. When results are, however, compared to results from another part of the questionnaire which tested peer sexual harassment among learners (De Wet 2007:23-31), it seems that the harassment of learners by both educators and learners shows a similar pattern pertaining to the forms and categories of harassment.Harassment in the schools take place mostly as less serious forms of verbal and physical harassment, and fall mainly in the categories of gender harassment (which relates to the sex or gender of the victim and often indicates sexism) and seductive behaviour (involving unwanted, inappropriate and offensive physical or verbal sexual advances). The major problem, however, seems to be gender harassment and sexism, which is revealed by the high accountings of vulgar and repulsive comments and jokes made towards victims.To enable schools to prevent sexual harassment it is suggested that schools foster an organisation culture which is conducive to respect for human rights. The constitutional values or dignity, equality and respect should be emphasised. Schools should draw up a sexual harassment policy which defines sexual harassment and its different forms and categories, describes the complaints procedures and steps that will follow a complaint, indicates a sexual harassment contact person and also amplifies the constitutional values of dignity, equality and respect (DOE 2002:150-151).Sexual harassment by educators and even voluntary sexual involvement with a learner should be viewed in a serious light. The nature of the relationship between the learner and the educator, who stands in loco parentis towards the learners, renders any form of sexual involvement inappropriate (AAUW 1993:15; Houston 2001:1). Even if a learner would enter into such a relationship voluntarily, he or she may still feel shy and used (McGrath 2000a:2). The authority that the educator holds over the learner further creates the arena for abuse of power and the learner may feel that there is too much at risk and will not voice his or her discomfort with a situation (Neff 2001:2). This may further lead the educator to think that the learner is doing everything out of free will and totally voluntarily, while in fact the learner is too afraid to speak out or refuse the educator's advances (McGrath 2000a:3). For this reason section 17 of the Educators Employment Act (SA 1998a) prohibits educators from having a sexual relationship with a learner from the school where he or she is employed. Section 17 further states that an educator who is found guilty of this transgression, or who is guilty of sexually assaulting a learner, must be dismissed…
dc.description.uri http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&next=ej/ej_content_akgees.html&bad=error/authofail.html
dc.language Afrikaans
dc.publisher Suid-Afrikaanse Akademie vir Wetenskap en Kuns/South African Academy of Science and Arts
dc.title 2007 - Opvoeder-tot-leerder seksuele teistering in sekondere skole en_US


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record

Search the NWU Repository


Advanced Search

Browse

My Account

Statistics