Suzanne Pritzker, Ph.D. - "Exploring Civic Engagement Among Immigrant Adolesc...youth_nex
Suzanne Pritzker, Ph.D. - Assistant Professor, University of Houston Graduate College of Social Work
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 2 - An Immigrant Paradox? Civic Engagement Among Immigrant & Undocumented Youth:
Undocumented and immigrant youth, particularly those from Hispanic/Latino backgrounds, face persistent marginalization in the United States, yet many of these same youth are actively engaged in their communities. Panelists will share their views on what engagement looks like, the challenges involved, and what we can do to support the civic engagement of undocumented and immigrant youth.
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Suzanne Pritzker, Ph.D. - "Exploring Civic Engagement Among Immigrant Adolesc...youth_nex
Suzanne Pritzker, Ph.D. - Assistant Professor, University of Houston Graduate College of Social Work
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 2 - An Immigrant Paradox? Civic Engagement Among Immigrant & Undocumented Youth:
Undocumented and immigrant youth, particularly those from Hispanic/Latino backgrounds, face persistent marginalization in the United States, yet many of these same youth are actively engaged in their communities. Panelists will share their views on what engagement looks like, the challenges involved, and what we can do to support the civic engagement of undocumented and immigrant youth.
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
This month spotlights bullying behavior and what kids and parents can do to identify it and stop it. We thought this would be timely as the school year begins.
Today, bullying has become much more pervasive and has taken on new methods, tactics and impact that have led, in many cases, to serious physical and mental abuse and even suicide by traumatized victims. The latest bullying statistics should make every parent take notice and take appropriate action with their children and their schools
Please feel free to share with your colleagues, friends and family.
Regards,
Chris Carney
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advoca...Gerri Spinella
The Legacy Project, a LGBT educational initiative, promotes professional development training and advocacy for gay and lesbian families to graduate students in education.
Adilka Pimentel and Darian X - Make the Road NYyouth_nex
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 4 - "Youth of Color as Agents of Change"
We are turning to the real experts for this session – civically and culturally-minded youth. Teens from Make the Road New York (MRNY) and Whatever It Takes (WIT) will speak truth to power in discussions of challenges and opportunities in their communities.
MRNY youth will discuss how they have organized around issues like police accountability, and teens from WIT will share their entrepreneurial approaches to addressing discrimination.
Gender Based Violence in Schools: Problems, Challenges and MeasuresGarima Singh
Gender based violence is violence against any person on the basis of gender, including acts that inflict physical, mental or sexual harm or threats of such acts.
In-Class Activity: Fighting Institutional Racism
Co-Presenters: Kelly Alvarado & Michael Mage
November 13, 2012
EDUC 515 | Multicultural Perspectives
College of Education, Seattle University
Noni K. Gaylord-Harden, Ph.D. - “Shifting the Narrative on Development in You...youth_nex
Noni K. Gaylord-Harden - Associate Professor of Psychology, Loyola University Chicago
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
Bartz, david afridcn american parents an effective parent involvement program...William Kritsonis
Dr. David E. Bartz, Professor Emeritus, Eastern Illinois University - published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief
Susana Martinez, LICSW - The Promotor Pathway: An Innovative Client Managemen...youth_nex
Susana Martinez, LICSW - Latin American Youth Center (LAYC)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
This month spotlights bullying behavior and what kids and parents can do to identify it and stop it. We thought this would be timely as the school year begins.
Today, bullying has become much more pervasive and has taken on new methods, tactics and impact that have led, in many cases, to serious physical and mental abuse and even suicide by traumatized victims. The latest bullying statistics should make every parent take notice and take appropriate action with their children and their schools
Please feel free to share with your colleagues, friends and family.
Regards,
Chris Carney
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advoca...Gerri Spinella
The Legacy Project, a LGBT educational initiative, promotes professional development training and advocacy for gay and lesbian families to graduate students in education.
Adilka Pimentel and Darian X - Make the Road NYyouth_nex
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 4 - "Youth of Color as Agents of Change"
We are turning to the real experts for this session – civically and culturally-minded youth. Teens from Make the Road New York (MRNY) and Whatever It Takes (WIT) will speak truth to power in discussions of challenges and opportunities in their communities.
MRNY youth will discuss how they have organized around issues like police accountability, and teens from WIT will share their entrepreneurial approaches to addressing discrimination.
Gender Based Violence in Schools: Problems, Challenges and MeasuresGarima Singh
Gender based violence is violence against any person on the basis of gender, including acts that inflict physical, mental or sexual harm or threats of such acts.
In-Class Activity: Fighting Institutional Racism
Co-Presenters: Kelly Alvarado & Michael Mage
November 13, 2012
EDUC 515 | Multicultural Perspectives
College of Education, Seattle University
Noni K. Gaylord-Harden, Ph.D. - “Shifting the Narrative on Development in You...youth_nex
Noni K. Gaylord-Harden - Associate Professor of Psychology, Loyola University Chicago
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
Bartz, david afridcn american parents an effective parent involvement program...William Kritsonis
Dr. David E. Bartz, Professor Emeritus, Eastern Illinois University - published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief
Susana Martinez, LICSW - The Promotor Pathway: An Innovative Client Managemen...youth_nex
Susana Martinez, LICSW - Latin American Youth Center (LAYC)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
A Floresta como Recurso - Apresentação revista A10EXPONOR
Apresentação de Hans Ibelings, director da revista holandesa arquitectónica «A10 new European Architecture» no Congresso «Portugal no Mundo» [ EXPONOR, 4 Novembro 2010 ]
Prezentācijas sagatavota projekta „Imigrantu intereses pārstāvošo NVO kapacitātes stiprināšana” ietvaros. Projektu finansē Eiropas Trešo valstu valstspiederīgo integrācijas fonds. Projekta finansēšanas avoti - Fonds 75% un valsts budžeta līdzekļi 25%.
Plašāk par projektu: http://www.providus.lv/public/27717.html
Prezentācijas sagatavota projekta „Imigrantu intereses pārstāvošo NVO kapacitātes stiprināšana” ietvaros. Projektu finansē Eiropas Trešo valstu valstspiederīgo integrācijas fonds. Projekta finansēšanas avoti - Fonds 75% un valsts budžeta līdzekļi 25%.
Plašāk par projektu: http://www.providus.lv/public/27717.html
Prezentācija informatīva pasākuma par Eiropas Komisijas Tieslietu ģenerāldirektorāta finanšu programmām „Tiesiskums 2014-2020” un „Tiesības, vienlīdzība un pilsonība 2014-2020” ietvaros 2014.gada 18.septembrī.
Plašāka informācija par pasākumu: http://ec.europa.eu/latvija/news/press_releases/2014_09_04_lv.htm
Prezentācija sagatavota projekta "Pētījuma ”Sabiedriskās drošības piespiedu līdzekļu reglamentējums Eiropas Savienībā” veikšana" ietvaros.
Par pētījuma saturu atbild Latvijas Republikas Tieslietu ministrija, un Eiropas Komisija neuzņemas atbildību par iekļauto informāciju
Plašāka informācija par projektu: http://www.providus.lv/public/27759.html
Prezentācijas sagatavota projekta „Imigrantu intereses pārstāvošo NVO kapacitātes stiprināšana” ietvaros. Projektu finansē Eiropas Trešo valstu valstspiederīgo integrācijas fonds. Projekta finansēšanas avoti - Fonds 75% un valsts budžeta līdzekļi 25%.
Plašāk par projektu: http://www.providus.lv/public/27717.html
Prezentācijas sagatavota projekta „Imigrantu intereses pārstāvošo NVO kapacitātes stiprināšana” ietvaros. Projektu finansē Eiropas Trešo valstu valstspiederīgo integrācijas fonds. Projekta finansēšanas avoti - Fonds 75% un valsts budžeta līdzekļi 25%.
Plašāk par projektu: http://www.providus.lv/public/27717.html
Prezentācija konferencē "Bērnu sociāla iekļaušana kā antisociālas uzvedības novēršanas metode".
Konference tika rīkota projekta "Bērnu antisociālās uzvedības mazināšana: agrīnās prevencijas modeļi” ietvaros.
Projektu finansiāli atbalsta Islande, Lihtenšteina un Norvēģija NVO projektu programmas ietvaros.
NVO projektu programmu tiek finansēta ar Eiropas Ekonomikas zonas finanšu instrumenta un Latvijas valsts finansiālu atbalstu.
Plašāka informācija: ,
http://www.providus.lv/public/27880.html
www.sif.lv
www.eeagrants.org
www.eeagrants.lv
Understanding children’s experiences of violence in Andhra Pradesh and Telangana, India: evidence from Young Lives
Virginia Morrow, Young Lives, Oxford,
and Renu Singh, Young Lives, India
Yung Lives international Conference on Adolescence, Youth and Gender 8-9 September 2016
On May 27 2021, the Child Protection and Gender sections at NYHQ and UNICEF Innocenti organised an internal webinar on UNICEF’s Strategy Paper on the Gender Dimensions of Violence against Children and Adolescents in which over 200 UNICEF colleagues from regional and country levels participated. The webinar aimed to help participants learn more about the strategy paper and provided an opportunity to share ideas and recommendations for the implementation of priority actions in this area.
CHAPTER ONE But Im Not Gay What Strainht Teachers .docxchristinemaritza
CHAPTER ONE
"But I'm Not Gay": What Strainht
Teachers Need to Know about
Qyeer Theory
Elizabeth]. Meyer
Introduction
Most scholars and educators steer clear of queer theory because the word
"queer" has a long history of being a pejorative term for gays and lesbians or
anyone perceived to be different. What many people do not understand is that
in the past twenty years, this term has been actively under reconstruction and
has been infused with new meanings and applications. Although "queer" is still
often used with the intent to harm, in scholarly contexts it has come to repre
sent new concepts that, when applied in the school setting, can have a libera
tory and positive influence on the way schools work today.
Another common misunderstanding about queer theory is that it is a syno
nym for gay and lesbian studies. Although queer theory emerged from the
work of scholars in this field, it has evolved to become much more broad and
encompassing than gay and lesbian studies. Queer theory goes beyond explor
ing aspects of gay and lesbian identity and experience. It questions taken-for
granted assumptions about relationships, identity, gender, and sexual orienta
tion. It seeks to explode rigid normalizing categories into possibilities that ex
ist beyond the binaries of man/woman, masculine/feminine, student/teacher,
and gay I straight. Queer theory offers educators a lens through which educa
tors can transform their praxis so as to explore and celebrate the tensions and
new understandings created by teaching new ways of seeing the world. This
chapter will introduce some key tenets of queer theory and describe how the
application of these ideas by all educators can create classrooms that are more
liberatory, inclusive of diversity and socially just.
16 "But I'm Not Gay"
r
The first section describes how the persistence of homophobia and the re
lated tool of sexism in schools harm everyone in the community and how the
most basic expectation of school safety for all cannot be attained until these
issues are addressed. The second section describes how gender codes work to
limit the opportunities available to students and teachers in schools and soci
ety. The third section addresses the concepts of language and discourse and
how understanding this form of power is essential to understanding how to
transform school cultures. The fourth section explains several of the key ideas
in Queer Theory that are most relevant to educators working in schools today.
Finally, this chapter concludes with a brief summary of key points and a de
scription of how queer theory and an application of queer pedagogies can
move schools toward being more liberatory, inclusive, and socially just.
The Harmful Effects of Homophobia and Heterosexism
In recent years there has been growing attention paid to the important issue of
violence in schools. The issue of bullying and harassment is one aspect ...
Bullying and depression among transgender youthRachel Watkins
Bullying is a relevant issue for this population and we must find ways to advocate for them in order to increase their safety. This presentation will discuss the negative impacts of bullying as well as clinical applications for this population.
How are bullying and bias related? How does gender bias and homophobia and sexism affect the ways boys and girls experience bullying, cyberbullying, and harassment? How do young people identify bullies and victims around social factors like race, gender, ethnicity, and class? Gain practical methods and tools which can be used to educate, prevent, and combat this growing problem.
1. ‘ Learn Without Fear’ Conference Violence in schools from a gender perspective Professor Fiona Leach, Centre for International Education, University of Sussex, UK www.sussex.ac.uk/education/genderviolence Plan International, Hamburg 12-14 November 2008
2. Definitions Violence is ‘all forms of physical or mental violence, injury and abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse’ (article 1 of the Convention on the Rights of the Child) Gender-based violence ‘involves a violation of human rights that results in all forms of violence based on gender relations. It includes physical harm, sexual acts, emotional/psychological abuse and economic deprivation’ (Commonwealth Secretariat, 2002) 'Learn Without Fear', Plan International, Hamburg
3. What counts as violence in school? Overlapping terms: • Physical • Bullying • Teasing, gossip, spreading rumours • Verbal • Sexual • Intimidation, threats • Emotional • Assault • Psychological • Rape • Sexual harassment / abuse • Sexual corruption • Verbal abuse Also: • Corporal punishment • Fear of violence • Ostracism, victimisation • Cyber-bullying • Vandalism, arson, theft etc 12 November 2008 'Learn Without Fear', Plan International, Hamburg
4. The scale of the problem Globally, difficult to assess due to: • limited scope of many studies • methodological challenges • differing terminology, conceptualisation of the problem e.g. regional concerns: • Sub-Saharan Africa: sexual abuse (of girls) linked to HIV/AIDS • Latin America: physical violence (by boys) linked to gangs, drugs and guns • Asia: corporal punishment, bullying (largely genderless) • USA: youth violence/sexual harassment (more recently … bullying) • Europe: bullying, violence (largely genderless) 12 November 2008 'Learn Without Fear', Plan International, Hamburg
5. The evidence: international studies Numerous studies of bullying e.g. Olweus (1993) and school violence , e.g. Akiba et al (2002) study in 37 countries; Smith (2000) in 17 European countries, UNESCO (1997) in 6 countries. Little attention to gender dimension. UN (2006) World Report on Violence against Children : 5 settings (home, school, care institutions, workplace, community) with some gender analysis Gender-based studies/focus on girls: Amnesty International (2007) Safe Schools, Every Girl’s Right Panos (2003) Beyond Victims and Villains: addressing sexual violence in the education sector ActionAid (2004) (research-based campaign) Stop Violence against Girls in School USAID/Wellesley Centers for Women (2003) Unsafe Schools: a Literature Review of School-Related Gender-Based Violence in Developing Countries . 12 November 2008 'Learn Without Fear', Plan International, Hamburg
6. UN Report 2006 ‘ The Study has found that too often, violence is perpetrated by those responsible for the child’s safety and well-being—their parents, teachers, their guardians, the police. Children often have no place to go to report such violence, and no recourse when it occurs. They are betrayed not only by those who subject them to beatings, sexual violence, torture or even murder, but also by the authorities who fail to protect them or take appropriate action to hold perpetrators accountable.’ Statement from the NGO Advisory Panel at the launch of the UN report, 11 October 2006 12 November 2008 'Learn Without Fear', Plan International, Hamburg
7. The evidence: country studies with a gender perspective Africa : at least 10 countries since 2000 (Benin, Botswana, Cameroon, Ghana, Kenya, Malawi, Rwanda, South Africa, Togo, Zimbabwe). Most focus on girls, are small scale and qualitative. Asia : Nepal (1997), Pakistan (2006), India (2007); most evidence from broader studies e.g. Govt of India study of child abuse (2007) USA : AAUW (2001) Europe : Scandinavia (2003), England (1999, 2006), Russia (2002) Related research on masculinities and youth violence, homophobia in schools, youth and sexuality, HIV/AIDS, school health, and children in conflict also reveal gender violence Also: regional desk surveys for the UN study (www.violencestudy.org/r57) Frequent media reports 12 November 2008 'Learn Without Fear', Plan International, Hamburg
8. The importance of a gender perspective • Violence is largely a product of social inequities, including unequal gender relations • It is often associated with hyper-masculinity and socially sanctioned forms of masculine and feminine behaviour • Gender interacts with other social markers of identity such as race, ethnicity, class, age, sexuality • Females and males experience violence in very different ways • Blaming the individual e.g. the bully will not reduce violence in schools ‘ Gender-based violence’ suggests some forms of violence are not gendered, so is ‘gender violence’ a more accurate term? 12 November 2008 'Learn Without Fear', Plan International, Hamburg
9. Unhelpful data: study of sexual abuse in schools in Ghana Being afraid Feeling safe at school of sexual Yes No Total harassment No. % No. % No. % Yes 44 11.6 29 56.9 73 17.0 No 335 88.4 22 43.1 357 83.0 Total 379 100.0 51 100.0 430 100.0 12 November 2008 'Learn Without Fear', Plan International, Hamburg
10. Unhelpful data: study of violence in schools in Kosovo teachers' opinions of how widepsread violence against children is in schools 50 40 30 20 10 0 very rather a little it is I widely widely spread not cannot spread spread spread judge 12 November 2008 'Learn Without Fear', Plan International, Hamburg
11. Findings from studies in Sub- Saharan Africa Girls report : • Inappropriate / unsolicited sexualised touching by boys; intimidation in lessons • Beatings and threats by teachers and boys • Verbal abuse by teachers and peers, sexualised insults, name-calling • Propositioning for sex by teachers, male students and men in the community • Theft of food, money, pens, books ... • Rape, forced sex • Punishments by teachers, including corporal punishment • Running errands for teachers • Fear of violence 12 November 2008 'Learn Without Fear', Plan International, Hamburg
12. Girls’ experiences girls’ drawing, Zimbabwe (Leach and Machakanja, 2000) 12 November 2008 'Learn Without Fear', Plan International, Hamburg
13. girls’ drawing, Zimbabwe (Leach and Machakanja, 2000) 12 November 2008 'Learn Without Fear', Plan International, Hamburg
14. Findings from studies in Sub- Saharan Africa Boys report : • Excessive corporal punishment, boys targeted unfairly • Teachers’ preferential treatment of girls, boys picked on by teachers • Verbal abuse by teachers • Playing truant for fear of being beaten • Negative attitudes/low regard for girls (seeking favours from teachers, e.g. high grades, free tuition) Also some evidence of homophobic bullying/ girls bullying boys 12 November 2008 'Learn Without Fear', Plan International, Hamburg
15. Boys’ perceptions of pupil-teacher relations boys’ drawing, Ghana (Leach et al, 2003) 12 November 2008 'Learn Without Fear', Plan International, Hamburg
16. Neglected areas of research • Sexual abuse of boys - evidence from church-run schools (Europe & USA) and Koranic schools (Pakistan) • Student-on-teacher violence, including sexual harassment of (young) female teachers and verbal (sexist) abuse • Homophobic violence • Girl-on-girl violence • Sexual misconduct by female teachers Also: • new forms of school-related violence, e.g. cyberbullying (Shariff, 2008) • context-specific forms, e.g. jackrolling (South Africa); acid attacks, eve- teasing (South Asia) 12 November 2008 'Learn Without Fear', Plan International, Hamburg
17. Why does gender violence exist? Factors external to the school Economic and social conditions: • Poverty - school fees, uniforms etc • Lack of accountability, transparency and law enforcement • Gender inequalities, low status accorded women and girls • Acceptance of rigid norms of male and female behaviour; tolerance of male violence • Low awareness/recognition/enforcement of human rights • Civil conflict, widespread violence in society • Discrimination against minority groups (e.g. gay and lesbian/ ethnic and racial/ disability/ HIV) These conditions are reflected and reinforced in school 12 November 2008 'Learn Without Fear', Plan International, Hamburg
18. Why? Factors internal to the school Schools as institutions: • Schools are bounded by formal rules and informal practices which regulate behaviour • These ‘normalise’ unequal power relations through hierarchies of gender and age/authority (gender regimes) • School cultures affirm and endorse heterosexual norms of masculine and feminine behaviour, e.g. through the gendering of duties, interactions and space • Contravening rules and accepted practices risks punishment or victimisation • Poor accountability and weak leadership allow violence to go unchecked • So it becomes part of school life, with males more likely to both invite and inflict violence • One type of violence feeds on another/is reinforced by home and society 12 November 2008 'Learn Without Fear', Plan International, Hamburg
19. The impact Social: • Breeds more violence and the acceptance of violence in adult relationships • Impedes development of social skills, self-confidence • Increases social/economic burden on governments Health: • Long term physical, psychological and emotional damage; depression, trauma, anxiety, suicide; low productivity • High risk behaviours, e.g. substance abuse, alcoholism, smoking, eating disorders • Early pregnancy and STIs, including HIV/AIDS Educational: • Absenteeism, truancy, dropout, under-achievement 12 November 2008 'Learn Without Fear', Plan International, Hamburg
20. Responses WEAK • Gendered violence accepted as part of school life • ‘ Boys will be boys’; girls ‘asking for it’; beatings harden boys - rite of passage; girls need to ‘say no’ (while being compliant) • Prosecutions and dismissal of teachers for sexual misconduct are rare; official indifference, obfuscation and denial • Lack of transparency and information on complaints procedures • Slow implementation of awareness raising and training for teachers • Local, national and international initiatives inadequately resourced and supported 12 November 2008 'Learn Without Fear', Plan International, Hamburg
21. What is being done? • Legislative frameworks - international agreements/national legislation • Activities for schools, e.g. curriculum materials (life skills/HIV prevention), teachers’ manuals, participatory projects e.g. theatre, film, art, video • Improved information for parents and pupils, e.g. anti-bullying websites • Some tightening of teachers’ codes of conduct, disciplinary procedures • Some teacher education: pupil-centred, skills-based, gender training • NGO programmes and advocacy work • Media exposure 12 November 2008 'Learn Without Fear', Plan International, Hamburg
22. What NEEDS to be done? • Research: large scale cross-national studies, appropriate methodologies and common definitions • Legislation: enforce/tighten existing laws and policies, global commitments (e.g. on corporal punishment) • Intersectoral and inter-agency collaboration • Advocacy and awareness raising: among officials, communities, teachers, students (including gender sensitisation and legal literacy) • Involving children in designing interventions and finding solutions • Strengthening state and civic responsibilities, engagement and actions: holistic approaches, strong leadership, greater accountability, community mobilisation • Changing school cultures and perceptions of appropriate behaviour, child- friendly schools, e.g. Rights Respecting Schools (UNICEF) • Challenging conventional gender stereotypes and excessive authoritarianism 12 November 2008 'Learn Without Fear', Plan International, Hamburg
23. Reflections and challenges after a decade of research Early research was simplistic, mostly focused on girls, portrayed girls as victims and boys as aggressors; role of agency underplayed, differences among girls and among boys ignored; interaction of gender with other social markers neglected. Some recent research offers a more mature and complex understanding of school violence and its links with unequal gender relations. However, there remain challenges: • Sensitivity of research topic; methodological challenges e.g. unreliable data (boys overplay, girls underplay sexual activity); size of sample • Culture of denial by teachers and officials • Complexity of gender relationships, e.g. coercion v. consent in transactional sex • How to make an impact and ensure long-term change 12 November 2008 'Learn Without Fear', Plan International, Hamburg
24. Web-based resources Anti-bullying websites: www.bullyingnoway.com.au , www.bullying.co.uk Cyber-bullying/internet porn campaign (ECPAT) www.make-IT-safe.net , www.becta.org.uk Multi-media for children: www.soulcity.org , www.storyworkshop.org Activities/books for children: Safe You, Safe Me & Our Right to Be Protected from Violence www.violencestudy.org , Auntie Stella www.auntiestella.org Manuals for educators: Finding Our Voices www.unicef.org , Opening Our Eyes http://iirc.mcgill.ca/txp/index.php?id=83 Safe Schools Program www.usaid.gov/our_work/cross-cutting_programs/wid/ , ActionAid Kenya Participatory work with children/youth (art, photo-voice, video) www.ivmproject.ca , with male youth e.g. Program H & M www.promundo.org and with educators www.theatreforachange.com (theatre), www.comminit.com/en/node/276417/38 (memory work) Information and lobbying networks, e.g. Child Rights Information Network www.crin.org , Global initiative to end all corporal punishment against children www.endcorporalpunishment.org 12 November 2008 'Learn Without Fear', Plan International, Hamburg
25. References AAUW (2001) Hostile Hallways: bullying, teasing and sexual harassment in school www.aauw.org/research/hostile.cfm Burton, P. (2005) Suffering at School. National Statistical Office, Malawi. Leach, F. and Humphreys, S. (2007) Gender violence in schools: taking the ‘girls as victims’ discourse forward, Gender and Development , 15(1) 51-65. Duncan, N. (1999) Sexual Bullying: Gender conflict and pupil culture in secondary schools , Routledge Dunne, M. et al (2006) Gender violence in schools in the developing world, Gender and Education, 18(1), 75-98. Human Rights Watch (2001) Scared at School: sexual violence against girls in South African schools. Leach, F. and Machakanja, P. (2000) Preliminary Investigation into the Abuse of Girls in Zimbabwean Junior Secondary Schools & Leach, F. et al (2003) An Investigative Study of the Abuse of Girls in African Schools . Education Research No. 39 & 56, DfID (both at www.dfid.gov.uk). Leach, F. and Mitchell, C. (eds.) (2006) Combating Gender Violence in and around Schools . Trentham. Mitchell, C. and Kanyangara, P. (2006) Violence against children in and around schools in Rwanda: through the eyes of children and young people . UNICEF, Kigali Plan Togo (2006) Suffering to Succeed? Violence and abuse in schools in Togo. www.crin.org/docs/plan_ed_togo.pdf Rossetti, S. (2001) Children in School: a safe place ? UNESCO, Gabarone. Shariff, S. (2008) Cyber-bullying: issues and solutions for the school, the classroom and the home . Routledge Sunnari, V. et al. (2003) Gendered and Sexualised Violence in Educational Environments. University of Oulu United Nations (2006) World Report on Violence Against Children. www.violencestudy.org/r229 USAID/WCW (2003) Unsafe Schools: a Literature Review …. .. www.usaid.gov Wible, B. (2004) Making Schools Safe for Girls: Combating Gender-based Violence in Benin. AED, Washington. 12 November 2008 'Learn Without Fear', Plan International, Hamburg