http://www.eldis.org/cf/search/disp/DocDisplay.cfm?Doc=DOC23545&resource=f1gender

How can teachers help to empower girls against sexual violence?:
experiences from eastern and southern Africa
Chege, F. / United Nations [UN] Division for the Advancement of Women
(DAW) , 2006

To understand how teachers can contribute to empowering students –
especially girls – to build positive gender identities and
violence-free relationships, it is important to understand the way
that teachers' own gender identities are created and acted out in both
their personal lives and at work. There has been little examination of
this question in Sub-Saharan Africa.

This paper describes the qualitative research undertaken by the author
in countries of the Eastern and Southern Africa Region (ESAR). Drawing
heavily on direct quotes from teachers and students, the author
describes the way that teachers' behaviour towards students helps to
recreate negative gender relationships. In particular, male teachers
are found to behave violently towards boys, and to sexualise and
sexually harass girls – while school leaders often condone this
behaviour when the girls complain. This, the author argues, creates
negative role models for boys and disempowers the girls.

To encourage teachers to recognise the effects of their own behaviour,
the author offers the experience of using memory therapy with graduate
student-teachers in Kenya. This approach encourages teachers and
student-teachers to think about violence in their own childhoods
through using a diary and engaging in discussions about their own
experiences.

The paper concludes that engaging teachers as well as trainee teachers
in activities of self-reflexivity of sexual violence is a potentially
effective way to raise understanding of the effects on students. This,
the author argues, is the first step in engaging them in empowering
girls and boys to prevent gendered and sexual violence.

Full text: 
http://www.un.org/womenwatch/daw/egm/elim-disc-viol-girlchild/ExpertPapers/EP.13%20chege.pdf

salam,
DWS

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