Domestic Violence: A Hindrance to Optimal Functioning of a Learner’s Cognitive Capacity

Emily Ganga, Kudzai Chinyoka, Moses Kufakunesu


Domestic violence is a common phenomenon that seems to be taking a centre stage in hindering sustainable development in many homes today. Previously, advocates for peace within homes were concerned more about wives being beaten by their husbands, but today there is a shift in paradigm where wives are seemingly inflicting both physical and psychological pain on their husbands. As if this is not enough, the young boys and girls reared within these homes seem to be getting an equal share that resultantly impedes the optimal function of their cognitive capacities. This study analyses the various dimensions of domestic violence and the resultant impediment on the effective function of the learner’s cognitive function. The study was structured from a constructivist learning perspective, bearing in mind three dimensional theoretical approaches covering the socio-cultural theory by Levy Vygotsky, ecological theory by Urie Bronfenbrenner and observational learning by Albert Bandura. The plight of the learner being nurtured within violent homes was surveyed where some teachers and pupils’ observations, anecdotal records and vignettes were major data collection tools among young boys and girls randomly selected from both rural and urban schools locally. The study established that commitment by parents, caregivers and teachers in carrying out their responsibilities seem to be on the decline. The study further exposes some inherent challenges and abuses faced by learners in unsuitable living conditions. The implications of such situations are that learning institutions should ascertain possible ways of liberating the affected learner and educate the parents, caregivers and teachers on the negative effects of perpetuating domestic violence.



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Copyright (c) 2012 Emily Ganga, Kudzai Chinyoka, Moses Kufakunesu

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