Peacebuilding Education to Address Gender-Based Aggression: Youths' Experiences in Mexico, Bangladesh, and Canada

Autor/inn/en	Bickmore, Kathy; Kishani Farahani, Najme
Titel	Peacebuilding Education to Address Gender-Based Aggression: Youths' Experiences in Mexico, Bangladesh, and Canada
Quelle	In: Journal on Education in Emergencies, 8 (2022) 2, S.14-43 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	Peace; Teaching Methods; Sustainability; Public Schools; Foreign Countries; Gender Differences; Aggression; Disadvantaged; Conflict; Equal Education; Social Problems; Student Attitudes; Teacher Attitudes; Cross Cultural Studies; Violence; Citizenship Education; Curriculum Development; Social Justice; Females; Sexual Abuse; Rape; Grade 4; Grade 8; Gender Bias; Sex Role; Social Differences; Mexico; Bangladesh; Canada + Suchen Sie Ihr Suchwort? Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Public school; Öffentliche Schule; Ausland; Geschlechterkonflikt; Konflikt; Social problem; Soziales Problem; Schülerverhalten; Lehrerverhalten; Cultural comparison; Kulturvergleich; Gewalt; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziale Gerechtigkeit; Weibliches Geschlecht; Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterstereotyp; Geschlechterrolle; Sozialer Unterschied; Mexiko; Bangladesch; Kanada
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. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01