Citation

Bickmore K, Kishani Farahani N. J. Educ. Emerg. 2022; 8(2): 14-43.

Copyright

(Copyright © 2022, Inter-agency Network for Education in Emergencies)

DOI

10.33682/a55e-b08e

PMID

unavailable

Abstract

Building durable peace through education requires addressing the gender ideologies and hierarchies that encourage both direct physical aggression and indirect harm through marginalization and exploitation. Although formal education systems are shaped by gendered patterns of social conflict, enmity, and inequity, schools can help young people to build on their inclination, relationships, and capability to participate in building sustainable, gender-just peace. In this paper, we draw from focus group research conducted with youth and teachers in public schools in Mexico, Bangladesh, and Canada to investigate how young people understood the social conflicts and violence surrounding them and what citizens could do about these issues; and how their teachers used the school curricula to address them. The research revealed that gender-based violence was pervasive in students' lives in all three settings, yet the curriculum the teachers and students described, with minor differences between contexts, included few opportunities to examine or resist the gender norms, institutions, and hierarchies that are the roots of exploitation and violence.

Language: en

Keywords

Aggression; Citizenship Education; Conflict; Cross Cultural Studies; Curriculum Development; Disadvantaged; Equal Education; Females; Foreign Countries; Gender Bias; Gender Differences; Grade 4; Grade 8; Peace; Public Schools; Rape; Sex Role; Sexual Abuse; Social Differences; Social Justice; Social Problems; Student Attitudes; Sustainability; Teacher Attitudes; Teaching Methods; Violence