Road Safety Education: A Paradoxical State for Children in a Rural Primary School in South Africa

The response of rural primary school children to road safety education programs is explored in this study. In order to investigate and understand children's responses to road safety education in one school in the Moloto Village, Mpumalanga Province, South Africa, the authors employed an interpretivist paradigm. The researchers posit their findings, drawing on various participatory activities done by the child participants, as well as non-participant observation by the researchers through 'photo voice. The fact that although the children theoretically know what to do when using the road as pedestrians, they do not apply road safety rules (as the community's unsafe road use behaviour undermines all road safety skills the children have learnt at school) is the key finding of this study. Apparent and noteworthy is the paradox between what the literature on road safety education prescribes and what the national curriculum of South Africa promotes regarding road safety, and what the children apply in their daily lives.

Language

  • English

Media Info

Subject/Index Terms

Filing Info

  • Accession Number: 01483517
  • Record Type: Publication
  • Files: TRIS
  • Created Date: May 24 2013 2:37PM