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Title: Doing and undoing gender violence in schools : an examination of gender violence in two primary schools in Uganda and approaches for sustainable prevention
Author: Turner, Ellen
ISNI:       0000 0005 0289 2353
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2021
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Recent decades have seen huge expansion of research and policy frameworks into preventing violence against children, yet have also shown the persistence and intractability of this violence. While offering potential to challenge violence and inequality, schools are also spaces in which children experience significant acts of physical, emotional and sexual violence, wherein structural inequalities are learned and reinforced, and in which children construct and negotiate their gendered identities in relation to violence. School-based interventions have sought to prevent violence, however little is known about their long-term influence and sustainability. This thesis examines gender violence in two primary schools in Luwero District, Uganda, and the long-term influence of the Good School Toolkit intervention to prevent violence. It offers these findings to the broader field of sustainable approaches to violence prevention in schools. It draws on a qualitative study using ethnographic methods conducted in 2017, involving participant observation, individual interviews with pupils and teachers, participatory group discussions and a writing club with pupils. Underpinned by the view that a meaningful understanding of a school intervention to prevent violence against children is one rooted in a deep analysis of this violence, this study examines peer violence, teacher discipline violence and teacher sexual violence in two schools. It argues that these forms of violence are gendered, closely embedded within schools' institutional structures, and highly interrelated. Drawing on the theoretical lenses of Michel Foucault, Judith Butler, Deborah Youdell and Raewyn Connell, this thesis offers a framework for understanding both how gender violence in schools is 'done', what it means for school femininities and masculinities, and how it may also be 'undone'. This framework posits that there are multiple bodily-institutional regimes within schools and within which gender violence is deeply embedded. Interventions may have a sustainable influence on preventing violence by addressing these multiple regimes.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available