Exploring Parents Reference Networks Related to the use of corporal punishment on children in the home in Zimbabwe

Abstract

Corporal punishment in Zimbabwe was permitted in the old Lancaster House Constitution and in the Criminal Law (Codification and Reform) Act which expressly states that a parent or guardian shall have the authority to administer moderate corporal punishment for disciplinary purposes upon his or her minor child or ward. In the light of the above, this study sought to explore parents' reference networks related to the use of corporal punishment against children in the home in Zimbabwe, focusing on what causes the perpetuation of corporal punishment against children in the home. The study was carried out in Goromonzi Communal Area, Highfields High and Mount Pleasant low density suburbs because they differed geographically, and were assumed to have residents with different social values on the use of corporal punishment against children in the home. Twenty parents from each setting were randomly selected for the study, given the time and financial constraints. Data was generated through the use of the World Café Approach and in-depth interviews. Parents stated that corporal punishment was the disciplining of the child through beating in order to deter the child from repeating the same mistake using a stick, belt, hands, kicking or using any object. Parents' understanding of corporal punishment was in keeping with both the Zimbabwean and international perspectives. Parents' views on the use of corporal punishment against children in the home in the three settings were similar. Parents said that they used corporal punishment because that was the way they were disciplined by their own parents at home and by teachers (reference group) when they were at school; and that was what the family members, neighbours and the community expected them to do (normative expectation), and that was how they saw their neighbours and community disciplined their children (conditional preference). Parents
stated that social norms were important for they guided them in conducting themselves in a manner that was acceptable to the family, community and society as a whole (normative expectation). They stated that social norms helped them gain a good family name from the community and for the community (empirical expectation). Parents cited family discussions with children on good behaviour, withdrawing privileges, prayer, praise and keeping children busy doing age appropriate activities (empirical expectation). The study recommends the mounting of awareness workshops by the Government, child civil society organisations and the community on the importance of positive parenting practices using
the bottom-up approach ; launching quality parenting programmes; the harmonisation of different laws by Government in consultation with the community; and holding debate on social norms at community level.