NT Mollo - Academia.edu (original) (raw)
Papers by NT Mollo
Perspectives in education, Dec 13, 2023
This is an educational-philosophical, more particularly, a societaltheoretical reflection on the ... more This is an educational-philosophical, more particularly, a societaltheoretical reflection on the "blame game" that is occasionally played between the parental home and the school with respect to the behaviour displayed by children in these societal relationships. After consulting the literature regarding this issue, and the findings of recent empirical studies in South Africa for purposes of describing the "blame game", the interpretivist-constructivist method was employed for exploring an alternative approach to the discipline problem in homes and schools, namely the creation of a social compact, and of a caring school community based thereon. The discipline practised in the parental home differs from that at school because home and school are essentially different societal relationships, each with unique foundation and destination functions; hence with respective sphere sovereignty. Their interests and activities are, at the same time, also interlaced in that they share the same child as a member. It is due to this interlacement (enkapsis) that unacceptable behaviour at home might impact detrimentally on discipline in the school, and vice versa. To counteract this reciprocal display of unruly behaviour, it is suggested that the parents and the school attended by their children could consider entering into a social compact or covenant so that they are as one in guiding the young people towards disciplined behaviour, that is, socially acceptable behaviour. The actions of such a new community should be guided by several moral codes, the most important of which are the ethic of community, and of loving, caring and compassion.
Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a i RESEARCHER'S DECLARATION I, Nichol... more Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a i RESEARCHER'S DECLARATION I, Nicholus Tumelo Mollo, declare that "A LEGAL PERSPECTIVE ON THE ESTABLISHMENT OF ANTI-BULLYING POLICIES IN PUBLIC SCHOOLS" is my own work. It has never been submitted in any form for a degree or diploma before in any tertiary institution. Where work of others has been used, sources have been indicated and acknowledged by means of complete references. Signature: ___________________ Date: ___________________ ii LANGUAGE EDITOR'S DECLARATION I, Prof. Tinus Kühn as the language editor declare that I edited "A LEGAL PERSPECTIVE ON THE ESTABLISHMENT OF ANTI-BULLYING POLICIES IN PUBLIC SCHOOLS".
NWU education and human rights in diversity series, 2019
The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best P... more The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. This book, A Scholarly Inquiry into Disciplinary Practices in Educational Institutions, is a collection of chapters based on original research dealing with issues of discipline and disciplinary practices in educational institutions. The aim of the book is to provide a scholarly and scientific perspective on the current state of discipline and disciplinary practices in schools and tertiary education settings. The issue of discipline is investigated from diverse paradigmatic and methodological perspectives presenting not only empirical but also philosophical research. The empirical perspective includes quantitative (positivistic), qualitative (interpretive) and mixed methods (pragmatic), designs and worldviews. This book offers a groundbreaking contribution to the field of learner or student discipline, as it offers insights into disciplinary practices and issues in educational institutions not hitherto researched, such as Technical Vocational Education and Training colleges and universities. This book contains original research that has not been previously published, and it does not contain any content plagiarised from any other publication. Where a chapter is based on research from a dissertation or thesis, pertinent information is clearly indicated in the chapter. The target audience of the book are specialists and scholars in the field of education as well as policymakers, teachers and students at different levels of the education system. Following a widely circulated call for papers, several manuscripts were submitted. The manuscripts were screened and suitable ones were retained. Thereafter, where applicable, each author had to confirm that ethical clearance procedures had been followed prior to the study. All manuscripts were subjected to iThenticate plagiarism detection, and the authors were requested to double-check their manuscripts and address areas where the similarity index might have been an issue. iThenticate reports were securely filed. Subsequently, revised manuscripts were subjected to an external, double-blind peer review process by a panel of national and international reviewers. After the external peer review, chapters were again returned to the authors for a final revision in accordance with the reviewers' suggestions. The final revised chapters were submitted to the publisher along with change logs of amendments, and where applicable, iThenticate reports.
NWU education and human rights in diversity series, 2019
The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best P... more The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous two-step peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations.
BRILL eBooks, Mar 21, 2023
Perspectives in education, Mar 29, 2024
The safety of teachers has been researched in South Africa, but less is known about education law... more The safety of teachers has been researched in South Africa, but less is known about education law that regulates functionaries' duty to act to ensure teachers' right to safety from violence in public schools. Section 12(1)(c) of the Constitution of 1996 provides that "( ) [e]veryone has the right to freedom and security of the person, which includes the right ... (c) to be free from all forms of violence from either public or private sources" (RSA, 1996a). This study focused on teachers' right to safety from violence when they are on duty in public schools. The study aimed to identify and discuss various South African laws that regulate the duty to act to protect teachers' right to safety from violence in public schools and to investigate how these laws are applied in practice by asking three research questions. The study employed a qualitative research approach grounded in an interpretive paradigm, underpinned by a theory of social safety that recognises the importance of teachers feeling secure in their interactions with others. Qualitative data were collected employing document analysis of education law and previous empirical studies (secondary data from 2013 to 2023). The findings revealed that there is sufficient provision of education law in South Africa that regulates functionaries' duty to act to protect teachers' right to safety from violence in public schools. However, the challenge lies in the insufficient understanding and implementation of the provisions outlined in education laws. It is recommended that functionaries be trained on the duty to act to protect teachers' right to safety from violence. The attainment of teachers' safety from violence hinges on the understanding and application of the existing provisions within education law that governs the duty to act.
NWU education and human rights in diversity series, 2022
International Journal for Education Law and Policy (IJELP), 16, 207-216, 2020
The right to have the environment protected for the benefit of present and future generations als... more The right to have the environment protected for the benefit of present and future generations also applies to public schools. Teachers and learners cannot enjoy the right to education if the right to a safe environment is not protected. Vandals and criminals have been violating this right before and during the Covid-19 pandemic. They have mostly been targeting unprotected public schools. A discourse and content analysis of media statements, legal and policy documents provides that a specific law and policy on how vandalism and break-ins should be prevented is needed. Education law and policy should play an important role in the prevention of vandalism and break-ins. The State and the schools' governing bodies should prevent vandalism and break-ins in public schools and communities should support these initiatives.
NWU Education and Human Rights in Diversity Series, 2021
Introduction 2 The research method followed 8 Two key theoretical perspectives on education and d... more Introduction 2 The research method followed 8 Two key theoretical perspectives on education and discipline 9 The Great Mandate
Perspectives in education, Dec 13, 2023
This is an educational-philosophical, more particularly, a societaltheoretical reflection on the ... more This is an educational-philosophical, more particularly, a societaltheoretical reflection on the "blame game" that is occasionally played between the parental home and the school with respect to the behaviour displayed by children in these societal relationships. After consulting the literature regarding this issue, and the findings of recent empirical studies in South Africa for purposes of describing the "blame game", the interpretivist-constructivist method was employed for exploring an alternative approach to the discipline problem in homes and schools, namely the creation of a social compact, and of a caring school community based thereon. The discipline practised in the parental home differs from that at school because home and school are essentially different societal relationships, each with unique foundation and destination functions; hence with respective sphere sovereignty. Their interests and activities are, at the same time, also interlaced in that they share the same child as a member. It is due to this interlacement (enkapsis) that unacceptable behaviour at home might impact detrimentally on discipline in the school, and vice versa. To counteract this reciprocal display of unruly behaviour, it is suggested that the parents and the school attended by their children could consider entering into a social compact or covenant so that they are as one in guiding the young people towards disciplined behaviour, that is, socially acceptable behaviour. The actions of such a new community should be guided by several moral codes, the most important of which are the ethic of community, and of loving, caring and compassion.
Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a i RESEARCHER'S DECLARATION I, Nichol... more Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a i RESEARCHER'S DECLARATION I, Nicholus Tumelo Mollo, declare that "A LEGAL PERSPECTIVE ON THE ESTABLISHMENT OF ANTI-BULLYING POLICIES IN PUBLIC SCHOOLS" is my own work. It has never been submitted in any form for a degree or diploma before in any tertiary institution. Where work of others has been used, sources have been indicated and acknowledged by means of complete references. Signature: ___________________ Date: ___________________ ii LANGUAGE EDITOR'S DECLARATION I, Prof. Tinus Kühn as the language editor declare that I edited "A LEGAL PERSPECTIVE ON THE ESTABLISHMENT OF ANTI-BULLYING POLICIES IN PUBLIC SCHOOLS".
NWU education and human rights in diversity series, 2019
The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best P... more The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. This book, A Scholarly Inquiry into Disciplinary Practices in Educational Institutions, is a collection of chapters based on original research dealing with issues of discipline and disciplinary practices in educational institutions. The aim of the book is to provide a scholarly and scientific perspective on the current state of discipline and disciplinary practices in schools and tertiary education settings. The issue of discipline is investigated from diverse paradigmatic and methodological perspectives presenting not only empirical but also philosophical research. The empirical perspective includes quantitative (positivistic), qualitative (interpretive) and mixed methods (pragmatic), designs and worldviews. This book offers a groundbreaking contribution to the field of learner or student discipline, as it offers insights into disciplinary practices and issues in educational institutions not hitherto researched, such as Technical Vocational Education and Training colleges and universities. This book contains original research that has not been previously published, and it does not contain any content plagiarised from any other publication. Where a chapter is based on research from a dissertation or thesis, pertinent information is clearly indicated in the chapter. The target audience of the book are specialists and scholars in the field of education as well as policymakers, teachers and students at different levels of the education system. Following a widely circulated call for papers, several manuscripts were submitted. The manuscripts were screened and suitable ones were retained. Thereafter, where applicable, each author had to confirm that ethical clearance procedures had been followed prior to the study. All manuscripts were subjected to iThenticate plagiarism detection, and the authors were requested to double-check their manuscripts and address areas where the similarity index might have been an issue. iThenticate reports were securely filed. Subsequently, revised manuscripts were subjected to an external, double-blind peer review process by a panel of national and international reviewers. After the external peer review, chapters were again returned to the authors for a final revision in accordance with the reviewers' suggestions. The final revised chapters were submitted to the publisher along with change logs of amendments, and where applicable, iThenticate reports.
NWU education and human rights in diversity series, 2019
The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best P... more The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous two-step peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations.
BRILL eBooks, Mar 21, 2023
Perspectives in education, Mar 29, 2024
The safety of teachers has been researched in South Africa, but less is known about education law... more The safety of teachers has been researched in South Africa, but less is known about education law that regulates functionaries' duty to act to ensure teachers' right to safety from violence in public schools. Section 12(1)(c) of the Constitution of 1996 provides that "( ) [e]veryone has the right to freedom and security of the person, which includes the right ... (c) to be free from all forms of violence from either public or private sources" (RSA, 1996a). This study focused on teachers' right to safety from violence when they are on duty in public schools. The study aimed to identify and discuss various South African laws that regulate the duty to act to protect teachers' right to safety from violence in public schools and to investigate how these laws are applied in practice by asking three research questions. The study employed a qualitative research approach grounded in an interpretive paradigm, underpinned by a theory of social safety that recognises the importance of teachers feeling secure in their interactions with others. Qualitative data were collected employing document analysis of education law and previous empirical studies (secondary data from 2013 to 2023). The findings revealed that there is sufficient provision of education law in South Africa that regulates functionaries' duty to act to protect teachers' right to safety from violence in public schools. However, the challenge lies in the insufficient understanding and implementation of the provisions outlined in education laws. It is recommended that functionaries be trained on the duty to act to protect teachers' right to safety from violence. The attainment of teachers' safety from violence hinges on the understanding and application of the existing provisions within education law that governs the duty to act.
NWU education and human rights in diversity series, 2022
International Journal for Education Law and Policy (IJELP), 16, 207-216, 2020
The right to have the environment protected for the benefit of present and future generations als... more The right to have the environment protected for the benefit of present and future generations also applies to public schools. Teachers and learners cannot enjoy the right to education if the right to a safe environment is not protected. Vandals and criminals have been violating this right before and during the Covid-19 pandemic. They have mostly been targeting unprotected public schools. A discourse and content analysis of media statements, legal and policy documents provides that a specific law and policy on how vandalism and break-ins should be prevented is needed. Education law and policy should play an important role in the prevention of vandalism and break-ins. The State and the schools' governing bodies should prevent vandalism and break-ins in public schools and communities should support these initiatives.
NWU Education and Human Rights in Diversity Series, 2021
Introduction 2 The research method followed 8 Two key theoretical perspectives on education and d... more Introduction 2 The research method followed 8 Two key theoretical perspectives on education and discipline 9 The Great Mandate