Discipline and control: A Foucauldian perspective on discipline as a tool for creating docile bodies

Abstract

Discipline as a thorny issue has been a global challenge, and the South African education system is not spared. Section 10 of the South African Schools Act 84 of 1996 bans corporal punishment in schools. Nevertheless, recent studies suggest that educators link the rising problem of indiscipline in many schools to the ban on corporal punishment and the absence of effective alternative disciplinary approaches. This qualitative case study explores the intricacies of discipline in the post-apartheid classroom. This paper is anchored in Foucault's disciplinary techniques as described in his book, Discipline and Punish (Foucault 1977). This paper argues that discipline as an expression and tool creates docile bodies through the effect of power. In Foucauldian thinking, the body of individuals is controlled and produces docile bodies, whilst contributing to abate or curb disciplinary challenges. Drawing on the case study findings and Foucault's understanding of discipline, I argue that the disciplinary measures in the apartheid and post-apartheid eras control individual bodies to obey school rules and regulations.