There has been a rapid expansion in efforts to intervene with young people on gender-based violence, with much of this work taking place in sub-Saharan Africa. Such work enables young people and educationists to engage with themes that have in the past been excluded, as too sensitive, taboo, risky or personal. However, the evidence presented in this symposium suggests that certain themes gain traction, while others continue to be excluded or marginalised. Through analysing the politics of inclusion and exclusion of gender, sexuality and violence in education policy, curricula and programmes, we consider the scope for expanding and negotiating what is taught and learned in these contested areas.
1: Mainstreaming school-related gender-based violence (SRGBV) within the education sector in Togo, Cote d’Ivoire, Ethiopia and Zambia (Jenny Parkes, Freya Johnson Ross, Rosie Westerveld, Jo Heslop, UCL IoE)
While evidence on violence against girls and boys in and around schools is gradually emerging, understanding how to enact policies effectively to prevent violence remains elusive. This presentation reflects on barriers to policy enactment through a cross-country analysis of four scoping studies on policy and practice to address SRGBV, conducted for UNICEF’s initiative End Gender Violence in Schools. Drawing on scholarship from gender mainstreaming, we look beyond pragmatic accounts focused on lack of resources or expertise, to the interwoven conceptual and political processes that tend to steer policy towards particular forms of response, but neglect the multi-dimensionality of SRGBV.
2: Comprehensive sexuality education: An analysis of the curricula around the world and teaching practice in Ethiopia (Esther Miedema, Marielle Le Mat, University of Amsterdam)
Comprehensive Sexuality Education (CSE), is widely recognised as critical to efforts to enhancing girls’ control over, and voice in, decisions on sexual and reproductive health and rights (SRHR) and reducing gender-based violence . However, the ubiquitous use of the term CSE by a diverse range of actors - from international donors to evangelical institutions - means there is little agreement as to the aims and means of such education.
This study examined academic, policy and programmatic texts on CSE around the world, and identified multiple interpretations as to what is seen to be ‘comprehensive’. We found that CSE, like abstinence-only/plus initiatives tends to place the onus of responsibility of the individual, usually the individual girl, thereby entrenching an approach to sexuality education wherein the context in which intimate and sexual relationships occur is rendered unproblematic. We then turn our attention to a case study of CSE in Ethiopia, examining how teachers address gendered dynamics in the classroom and engage young people in dialogue on socio-economic structures affecting their SRHR and broader wellbeing.
3: Sexual orientation and gender identify expression (SOGIE) – an exploratory study to learn from young people and practitioners about school-related violence in challenging contexts (Ian Warwick, Elaine Chase, UCL IoE)
Through a participatory workshop approach, this study aimed to learn from young people and civil society practitioners about school-related violence associated with SOGIE. The workshops took place in Kenya, South Africa and Uganda, each country presenting its own challenges with regard to addressing SOGIE-associated harms. Participants were asked to identify experiences of violence, and actions to prevent and avoid such violence. We explored the potential of a student voice software app to gather information on harms and support. This presentation will focus on ways that a university, working with civil society groups, and learning from the perspectives of young people, can find opportunities to respond to school-related violence associated with SOGIE in situations where the broader political context and formal educational provision finds itself unable or unwilling to protect young people from harm.
Discussant: Christophe Cornu, UNESCO
