Exploring understandings of sexual consent amongst Life Orientation student-teachers through intergroup dialogue

IF 0.2 Q4 SOCIAL SCIENCES, INTERDISCIPLINARY TD-The Journal for Transdisciplinary Research in Southern Africa Pub Date : 2021-09-29 DOI:10.4102/td.v17i1.1093
Mathabo Khau
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Abstract

In this article, the author reports on how intergroup dialogue was used amongst Life Orientation (LO) student-teachers to deconstruct the heteropatriarchal notions of sexual consent, in the context of gender-based violence (GBV). Three sessions of intergroup dialogue were arranged between third-year student-teachers and female survivors of GBV from a local Non-Profit Organisation (NPO) in exploring the perceptions of sexual consent, to deepen their understanding regarding the concepts of shaming, blaming and silencing that perpetuate GBV in communities. Third-year LO student-teachers engaged in dialogue with four youth survivors of GBV from a local NPO who shared their experiences of GBV and sexual consent. The heteropatriarchal views to GBV held by student-teachers were disrupted through the dialogues between the two groups thus enabling a greater understanding of sexual consent and the role played by shaming, blaming and silencing of victims in perpetuating GBV. The findings highlighted that intergroup dialogue could be a useful tool in creating norm-critical and sex-positive schools and communities.
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通过小组间对话探讨生活取向师生对性同意的理解
在这篇文章中,作者报告了在基于性别的暴力(GBV)的背景下,如何在生活取向(LO)的学生教师中使用群体间对话来解构异性恋的性同意观念。来自当地非营利组织(NPO)的三年级学生教师与性别暴力的女性幸存者之间安排了三次小组间对话,探讨性同意的观念,加深他们对羞辱、指责和沉默的概念的理解,这些概念使性别暴力在社区中得以延续。LO三年级的学生教师与来自当地非营利组织的四名性别暴力的青年幸存者进行了对话,他们分享了他们对性别暴力和性同意的经历。师生之间的对话打破了对性别暴力的男权观念,从而使人们能够更好地理解性同意以及羞辱、指责和使受害者沉默在使性别暴力永久化方面所起的作用。研究结果强调,群体间对话可能是创建规范批判和性积极的学校和社区的有用工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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发文量
23
审稿时长
27 weeks
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