SciELO - Scientific Electronic Library Online

vol.9 issue2 author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


Educational Research for Social Change

On-line version ISSN 2221-4070


CHIRAMBA, Evernice Netsai  and  HARRIS, Geoff. Restorative Discipline Practices: An Action Research Project in Zimbabwean Primary Schools. Educ. res. soc. change [online]. 2020, vol.9, n.2, pp.118-122. ISSN 2221-4070.

Traditionally, Zimbabwe's teachers have used punitive measures to maintain discipline in schools. The global movement against human rights violations associated with corporal punishment has encouraged the country's ministry of education to advocate non-punitive approaches, but it has provided little by way of detail or support. In three primary schools in Harare, teachers were trained in two restorative discipline alternatives-peacemaking circles and peer mediation-which they used with 9- and 10-year-old learners between March and October 2016. On average, the learners had bi-weekly opportunities through the circles to tell their peers and teachers what they were experiencing and feeling, and peer mediators had an opportunity to mediate in conflicts affecting their age mates. Outcomes were assessed using interviews with teachers before and after the intervention. In terms of outcomes, peacemaking circles enabled teachers to get to know their students and to respond preemptively to potential problems, while peer mediation led to a small but noticeable fall in the number and intensity of playground conflicts. The study shows that such restorative practices can be a promising way of addressing school discipline issues.

Keywords : school discipline; restorative justice; peacemaking circles; peer mediation; action research; Zimbabwe.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License