Conceptualising gender and violence in research: Insights from studies in schools and communities in Kenya,Ghana and Mozambique     

Jenny Parkes  Jo Heslop  Samwel Oando  Susan Sabaa  Francisco Januario  Asmara Figue 《International Journal of Educational Development》2013

Gender and violence are complex and contested concepts, understood in varying ways in research, policy and interventions in education. Often there has been an emphasis on acts of violence, with much less attention to the social conditions and gender relations behind these acts. This paper discusses the development of a conceptual framework that emphasises not just acts and individuals, but also transformation of gendered power relations and inequities, alongside a focus on addressing the identity conflicts and struggles of everyday life. The framework underpins research, advocacy and community interventions in a multi-partnered project on violence against girls led by ActionAid.  相似文献   

Between tradition and modernity: girls’ talk about sexual relationships and violence in Kenya,Ghana and Mozambique     

Jenny Parkes  Jo Heslop  Francisco Januario  Samwel Oando  Susan Sabaa 《比较教育学》2016,52(2):157-176

This paper interrogates the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique. Through deploying an analytical framework of positioning within multiple discursive sites, we argue that although the dichotomy misrepresents the complexity of contemporary communities, it is nonetheless deployed by girls, educational initiatives and researchers in their reflections on girls’ sexual practices and sexual violence. The analysis examines variations between communities in patterns of and perspectives about sexual relationships, transactional sex and sexual violence. It illuminates ways in which features of ‘modernisation’ and ‘tradition’ both exacerbate and protect girls from violence. Across contexts, girls actively positioned themselves between tradition and modernity, while positioning others at the extreme poles. Education initiatives also invoked bipolar positions in their attempts to protect girls’ rights to education and freedom from violence. The paper concludes by considering the implications for educational intervention and the potential for the analytical framing to generate richer, more contextualised understandings about girls’ perspectives, experiences and ways of resisting sexual violence.  相似文献