Re-evaluating Corporal Punishment in Educational Settings: A Narrative Inquiry and Pedagogical Analysis

This autoethnographic study explores the impact of corporal punishment in Tanzanian schools by analyzing a personal narrative of prolonged absenteeism rooted in fear of physical punishment. Thematic analysis revealed four interrelated themes: fear-induced absenteeism, institutional normalization of violence, disconnection from emotional safety and learning, and breakdown in communication and systemic oversight. These findings, grounded in the literature, reveal the counterproductive and exclusionary outcomes of fear-based disciplinary practices. The study identifies a significant mismatch between punitive traditions and educational policies that advocate empathy, inclusion, and student protection. It calls for a shift toward student-centered disciplinary approaches and more responsive institutional mechanisms. By linking lived experience with critical pedagogy, the paper contributes to calls for meaningful educational reform that centers emotional well-being, systemic accountability, and pedagogical equity.