Teaching and learning with power and privilege: student and teacher identity in education about gender-based violence

Vanner, Catherine; Holloway, Allison; Almanssori, Salsabel

Teaching and learning with power and privilege: student and teacher identity in education about gender-based violence

Files

1-s2.0-S0742051X22001299-main.pdf (382.33 KB)

Authors

Vanner, Catherine

Holloway, Allison

Almanssori, Salsabel

Issue Date

2022-05-23

Type

Article

Language

en_US

Keywords

Canada , Feminist Pedagogy , Gender-Based Violence , Participatory Research , Teacher Narratives , Intersectionality

Abstract

Gender-based violence (GBV) is a global concern that disproportionately impacts girls and marginalized communities; there is a need to better understand public education's role in enhancing understanding of GBV. This study uses qualitative participatory methods to study the experiences of 14 Canadian teachers who teach about GBV. Participants struggled to balance teaching their most privileged students about GBV while protecting students more likely to have experienced it directly. Feminist pedagogy of GBV should utilize strategies and curriculum that are action oriented and rooted in both the systemic contexts of GBV and the intersectional lived experiences of students and teachers.

Citation

Vanner, C., Holloway, A., & Almanssori, S. (2022). Teaching and learning with power and privilege: Student and teacher identity in education about gender-based violence. Teaching and Teacher Education, 116, 103755. https://doi.org/10.1016/j.tate.2022.103755

Publisher

Teaching and Teacher Education