Examining Gender Safety in Schools: Teacher Agency and Resistance in Two Primary Schools in Kirinyaga, Kenya

Autor/in	Vanner, Catherine
Titel	Examining Gender Safety in Schools: Teacher Agency and Resistance in Two Primary Schools in Kirinyaga, Kenya
Quelle	In: Education Sciences, 9 (2019), Artikel 63 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vanner, Catherine)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	School Safety; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Teacher Role; Gender Bias; Child Safety; Foreign Countries; Violence; Child Abuse; Equal Education; Social Influences; Sexual Abuse; Educational Policy; Common Core State Standards; Kenya + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrerrolle; Geschlechterstereotyp; Ausland; Gewalt; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Sozialer Einfluss; Sexueller Missbrauch; Politics of education; Bildungspolitik; Common core curriculum; Curriculum; Kerncurriculum; Kenia
Abstract	This article introduces Stein, Tolman, Porche, and Spencer's concept of gender safety in schools (GSS) as a useful framework for providing a gendered analysis of safety and equality at the school level within the global context of the Sustainable Development Goal (SDG) 4 goal of equitable, inclusive and quality education for all. This article examines practices that support as well as undermine GSS in two primary schools in Kirinyaga County, Kenya. In these schools, individual teacher agency was the main factor enhancing GSS. Teachers' efforts were, however, constrained by competing discourses emphasizing hierarchical administration and a narrow understanding of the school's responsibilities. Teacher agency, therefore, was insufficient to systematically protect students and foster gender equity. The article suggests that teacher agency to enhance GSS in Kenya could be expanded through teachers' collective empowerment using community-based networks alongside the integration of monitoring and evaluation processes in existing gender equality and child protection policies. It further recommends the GSS framework as a means for monitoring SDG 4's commitments to gender equality and child protection in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01