Transcript Slide 1

Gender, Education and Violence –
an International Dimension
7th December 2012
Sattavis Patidar Centre, Wembley
Paula and Peter Imafidon
Who are the brother and sister on the front and what do they have to do
with Gender, Education and Violence – an international dimension?
Peter and Paula - dubbed the brainiest children in Britain by Sky TV - did their GCSE in
Maths at the age of 6 years and A level at aged 9.
They therefore have overturned statistics which predict that Black African children at
Key Stage 2 given their current rate of progress within British schools, would take
nearly 50 years to close the attainment gap with their predominantly white peers in
English and Maths. (Fairness and Freedom: the final report of the equalities review,
Cabinet Office, 2007)
However, had they both been born in for e.g. northern Uganda…. and they were in
their late teens… and the sister found herself pregnant and unmarried…. it would be
her brother, father or uncle, whose duty it would be to throw her to her death over a
particular waterfall which is part of the source of the Nile.
It has been said that this gender based violence stopped when a sister held on to her
brother and both fell to their death.
Sex
Gender
Biological differences between Socially constructed roles and
women and men
responsibilities between
women and men
Inherited physical
Not inherited
characteristics
Can’t be changed over time
Can be changed over time
(although growth and
maturation involved)
May be associated with rites of Affected by social policy and
passage – initiation into
law
man/woman hood
Universal
Specific to a culture, faith
and/or country
Globally, there is clear evidence of gender inequalities in
• public health, (morbidity and mortality rates)
• education (school enrolment, drop out, subject &career choices,
progression rates)
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employment (wage levels, unemployment rates, occupation sector)
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poverty and illiteracy indicators
Now, let’s look at some figures relating to health and education as they
impact on women and girls in Africa…..
Gender Analysis in relation to sexual violence
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Commercialisation and media use of women’s bodies for advertising as well
as the growth of the pornographic industry, sustain and perpetuate views of
women as sexual objects for male pleasure and gratification.
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Social norms that require female sexual passivity and economic dependence
on men make it difficult for women to insist on mutual fidelity or condom use.
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Social and cultural norms that contribute to violence against women
including sexual abuse, domestic violence, female genital mutilation, acid
attacks, rape and murder
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Intersection of race and gender : disproportionality of perpetrators and
victims from communities who themselves are marginalised and excluded.
Social and cultural norms that contribute to xenophobia, violence and
discrimination against Black people, ethnic groups and visible minorities
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Women victims of violence tend to suffer in silence, rarely receive legal
protection, rehabilitative care, or compensation.
Sexual exploitation of young women in relation to gangs as Gender
Based Violence (GBV)
GBV = umbrella term for a harmful act that is perpetrated against a person’s will,
and that is based on gender differences between males and females
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Gender stereotypes reinforce socially sanctioned belief that men have the right to
control women in relationships and the right to use force to ensure that control
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Hyper masculinity, violent initiation, sexual violence and territoriality of gangs –is
comparable to urban combatants or child soldiers in the developing world.
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Abuse is usually orally or anally rather than vaginally, as they are viewed as more
humiliating and gives the perpetrator more control*
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Sexual violence was used to “threaten, punish or control young women” who are
seen as the gang member’s property*
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In some cases women (sisters, girlfriend’s, cousins and daughters) are exchanged to
settle drug debts and avoid retribution.*
* The Office of the Children’s Commissioner’s Inquiry into Child Sexual Exploitation In Gangs and Groups (2012)
Recommendations from Women in an Insecure World: Violence against Women Facts,
Figures and Analysis include the following :
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1. Prevention
1.2 Prevention through awareness-raising and training
a. Increased awareness-raising on the rights of women and gender-based crimes
b. Effective training for all actors in society
1.1 Prevention through research
a. Effective collection of gender-disaggregated data
b. Furthering research on causes, consequences and solutions
c. Effective monitoring and assessment
2. Protection
2.1 Protection through law
a. Universal ratification of international instruments on international human rights and
humanitarian issues
b. Effective implementation of legal reforms and improvement of access to justice
c. End impunity by ensuring adequate punishment of perpetrators
2.2 Protection through institutions
a. Strengthening of institutional mechanisms for protection: coordinated approach
b. Allocation of proper budget
c. Establishment of shelters and support mechanisms
d. Protection of women in armed conflict
3. Empowerment
3.1 Empowerment through education and employment
3.2 Empowerment of women through their participation in decision-making
Excerpted from M. Valchova and L. Biason, eds. Women in an Insecure World: Violence against Women Facts,
Figures and Analysis, Centre for the Democratic Control of Armed Forces (DCAF) (Geneva, 2005).
Back to the role of Education in reducing
violence….
The Kenny Report
“Too many young Black people grow up believing
that the doors of employment and education are
shut on them….The education system plays a
major part in piloting the lives of many young
people…and leading (them) into the gang lifestyle
and setting them up to fail.”
Three out of the 10 recommendations in the
Kenny Report (2012) are in relation to
education and schools:
• Alternative to Pupil referral units
• Robust careers advice for children from year 7
• Relationship and Socialisation Awareness
Call to Action:
1. Prioritise sexual violence against girls and young women as a
major public health, education and human rights issue,(i.e. sexual
and gender based violence) not just a welfare and child protection
issue
2. Interventions need to lead to the empowerment of girls and
women to assert their rights from the “bedroom to the
boardroom”, in schools and on the streets
3. The government need to ensure the safety and wellbeing of all
their citizens and ensure equality of access to education,
employment, health and public services.
Presentation by Patricia Lamour /Pat Lee-Sang