This book is concerned with understanding the complex ways in which gender violence and poverty impact on young people’s lives, and the potential for education to challenge violence.
Although there has been a recent expansion of research on gender violence and schooling, the field of research that brings together thinking on gender violence, poverty and education is in its infancy. This book sets out to establish this new field by offering innovative research insights into the nature of violence affecting children and young people; the sources of violence, including the relationship with poverty and inequality; the effects of violence on young subjectivities; and the educational challenge of how to counter violence.
Authors address three interrelated aims in their chapters:
Describing a range of innovative research projects, the chapters display what scholarly work can offer to help meet the educational challenge, and to find ways to help young people and those around them to understand, resist and rupture the many faces of violence.
Gender Violence in Poverty Contexts will appeal to an international audience of postgraduate students, academics and researchers in the fields of international and comparative education, gender and women’s studies, teacher education, poverty, development and conflict studies, African and Asian studies and related disciplines. It will also be of interest to professionals in NGOs and other organisations, and policy makers, keen to develop research-informed practice.
Part 1: Theory and Diagnostics Introduction Jenny Parkes. Hope and History: Education engagements with poverty, inequality and gender violence Jenny Parkes and Elaine Unterhalter. Researching Gender Violence in Schools in Poverty Contexts: Conceptual and methodological challenges Fiona Leach Part 2: Experiencing Violence in the School and Home Gender Violence in the Home and Childhoods in Vietnam Kirrily Pells, Emma Wilson and Nguyen Thi Thu Hang. Children’s Perceptions of Punishment in Schools in Andhra Pradesh, India Virginia Morrow and Renu Singh. Corporal Punishment, Capabilities and Well-being: Tanzanian primary school teachers’ perspectives Sharon Tao Part 3: Negotiating Gender Violence 'You don’t want to die. You want to reach your goals’: Alternative voices among young Black men in urban South Africa Ariane De Lannoy and Sharlene Swartz. Young Men and Structural, Symbolic and Everyday Violence in Peru Ana Maria Buller. Sexuality, Sexual Norms and Schooling: Choice-coercion dilemmas Jo Heslop, Jenny Parkes, Francisco Januario, Susan Sabaa, Samwel Oando and Tim Hess Part 4: Policy and Interventions From Actors to Assets: Reassessing the integration of girls in anti-gang initiatives in Rio de Janeiro Polly Wilding. Violent Lives and Peaceful Schools: NGO constructions of modern childhood and the role of the state Karen Wells. Gender Equity as Policy in South Africa: Privileging the voices of women and girls through participatory visual methods Relebohile Moletsane Claudia Mitchell and Thandi Lewin. Conclusion: Emerging themes for the field of gender, violence, poverty and education Jenny Parkes
This series of research-based monographs and edited collections provides new analyses of the relationships between education, poverty and international development. The series offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.
The series brings together researchers from the fields of anthropology, economics, development studies, educational studies, politics international relations and sociology. It represents a unique opportunity to publish work by some of the most distinguished writers in the fields of education and development along with that of new authors working on important empirical projects. The series contributes important insights on the linkages between education and society based on inter-disciplinary, international and national studies.
Sharp, critical and innovative studies are sought that are likely to have a strategic influence upon the thinking of academics and policy-makers. They may include critical syntheses of existing research and policy, innovative research methodologies, and in-depth evaluations of major policy developments. Some studies will address topics relevant to poverty alleviation, national and international policy-making and aid, whilst others may represent anthropological or sociological investigations on how education works or does not work within local communities, for households living in poverty or for particular socially marginalised groups. Preference will be given to studies with a comparative international approach although some single-country studies will be considered, where they raise interesting theoretical and policy issues with clear relevance for international audiences.