Cultural-Historical Activity Theory in Examining Creative Arts as an Anti-Bullying Strategy in South African Public Schools

This article explores the integration of creative arts as an anti-bullying strategy in South African public schools through the lens of Cultural-Historical Activity Theory (CHAT). The study aims to comprehend the complex interactions between creative arts interventions, cultural contexts, and the dynamics of bullying. By applying CHAT, the research delves into the cultural significance of artistic expressions, shedding light on how these interventions act as cultural tools that mediate and transform the complexities of bullying within the South African educational landscape. This article employed a qualitative research methodology under desktop design, incorporating existing literature retrieved from reputable academic platforms such as Google Scholar, JSTOR, ResearchGate, and university repositories. The findings of this article reveal the nuanced ways in which creative arts interventions resonate within the cultural expectations of South African public schools, impacting social interactions, attitudes, and behaviours related to bullying. This article also highlights the historical and societal dimensions influencing the success of creative arts as an anti-bullying strategy, contributing to a holistic understanding of the dynamics at play. In conclusion, the article discusses the implications of the findings and underscores the significance of tailoring anti-bullying strategies to align with the cultural and historical nuances of South African public schools.This article explores the integration of creative arts as an anti-bullying strategy in South African public schools through the lens of Cultural-Historical Activity Theory (CHAT). The study aims to comprehend the complex interactions between creative arts interventions, cultural contexts, and the dynamics of bullying. By applying CHAT, the research delves into the cultural significance of artistic expressions, shedding light on how these interventions act as cultural tools that mediate and transform the complexities of bullying within the South African educational landscape. This article employed a qualitative research methodology under desktop design, incorporating existing literature retrieved from reputable academic platforms such as Google Scholar, JSTOR, ResearchGate, and university repositories. The findings of this article reveal the nuanced ways in which creative arts interventions resonate within the cultural expectations of South African public schools, impacting social interactions, attitudes, and behaviours related to bullying. This article also highlights the historical and societal dimensions influencing the success of creative arts as an anti-bullying strategy, contributing to a holistic understanding of the dynamics at play. In conclusion, the article discusses the implications of the findings and underscores the significance of tailoring anti-bullying strategies to align with the cultural and historical nuances of South African public schools.