Abstract
Children's rights activists contend that corporal punishment in schools is a form of child abuse which hinders children's learning. Yet most parents and teachers in Maasailand, Kenya consider corporal punishment, if properly employed, to be one of the most effective ways to instil the discipline necessary for children to learn and grow well. Responding to calls for a more empirical anthropology of rights, this article provides an ethnographic analysis of the practice of corporal punishment in domestic and primary school settings, exploring its pedagogical, developmental and social significance, and illuminating its role in the production and negotiation of identities and personhood.
Publisher
Cambridge University Press (CUP)
Subject
Arts and Humanities (miscellaneous),Anthropology,Geography, Planning and Development
Reference40 articles.
1. United Nations (1989) Convention on the Rights of the Child. United Nations document, 1577 U.N.T.S. 3.
2. ‘Serious Games’: Licences and Prohibitions in Maasai Sexual Life
3. Organization of African Unity (OAU) (1990) African Charter on the Rights and Welfare of the Child. Organization of African Unity Document CAB/LEG/24.9/49.
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