Teachers’ understanding of gender-based violence in two public schools in Burkina Faso

Ruchi Saini, Anne Spear
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Abstract

Gender-based violence (GBV) in schools in Burkina Faso is a central concern for international organisations, as well as local NGOs and the national government. Yet, the voices of school teachers have received limited attention. In this article, we draw on focus group discussions and interviews conducted with school teachers at two public schools in Burkina Faso to investigate how they conceptualise GBV, as well as the factors shaping their understanding. The findings foreground the situated and subjective nature of their conceptualisation; which is shaped not just by international and national policies, but also by the sociocultural context in which the policies are enacted. Existing gender norms, the acceptance of corporal punishment as a disciplinary tool inside homes, and the practice of child marriage in Burkina Faso emerged as key factors shaping the participants’ perceptions. Based on the findings we argue that teachers must be 1) empowered to critically assess contextually relevant gender norms and cultural practices, and 2) provided with clear codes of ethical conduct in schools. It is equally important that teachers are given a seat at the table of policy formulation at regional, national and international levels, and the challenges faced by them are given consideration when designing interventions to curb GBV.
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布基纳法索两所公立学校教师对性别暴力的理解
布基纳法索学校中的性别暴力 (GBV) 是国际组织、当地非政府组织和国家政府关注的核心问题。然而,学校教师的声音却很少受到关注。在本文中,我们通过与布基纳法索两所公立学校的教师进行焦点小组讨论和访谈,调查他们是如何看待性别暴力的,以及影响他们理解的因素。研究结果凸显了教师概念化的情景性和主观性;这种概念化不仅受到国际和国家政策的影响,还受到政策实施的社会文化背景的影响。布基纳法索现有的性别规范、接受体罚作为家庭惩戒工具以及童婚习俗都是影响参与者观念的关键因素。根据研究结果,我们认为教师必须:1)有能力批判性地评估与具体情况相关的性别规范和文化习俗;2)为教师提供明确的学校道德行为准则。同样重要的是,在地区、国家和国际层面的政策制定中给予教师一席之地,并在设计遏制性别暴力的干预措施时考虑到他们所面临的挑战。
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