Volume 14, Number 2

Aesthetic Mapping of Values: A Practitioerled Model for Integrating Sustainable Development Goals in Teacher Education

  Authors

David Kennedy Apopo, Loyola University Chicago, United States

  Abstract

This article presents the first phenomenological study in Kenya to centre parents’ voices in examining the impact of zero tolerance school discipline. Using in-depth interviews with 20 parents of students attending public elementary and secondary schools in Kibera, Nairobi, the study documents emotional distress, financial strain, and exclusion from disciplinary decision-making. Findings indicate that low income and single caregivers bear disproportionate burdens through lost income, transport costs, and reinstatement demands. Parents expressed a strong preference for restorative, dialogue based approaches aligned with Sustainable Development Goal 4. The study highlights the need for school discipline systems that do not exclude learners or parents, but instead reflect the lived realities of families in marginalised urban communities.

  Keywords

Zero-tolerance disciplinary policies, Parental experiences, Phenomenological study; Educational inequality, Restorative disciplinary approaches.