Abstract

Adolescent gender-based violence prevention and sexuality education is a topic of current concern given the increasing numbers of violence directed at girls. International organizations indicate that one in three girls aged 15 to 19 have experienced gender-based violence in their sexual relationships that this risk may be as much as 3–4 times higher for girls with disabilities. Following the good results obtained in the research project “Free_Teen_Desire” led by the University of Cambridge and funded by the Marie Curie Actions Program in the prevention of gender violence in adolescents through Dialogic Feminist Gatherings (DFG), the aim of study is to analyze Its transfer and impact on adolescent girls with intellectual disabilities. The DFGs are here understood as generators of a more dialogic environment for girls in general and we wonder if and how It is extended to the context of girls with disabilities. Thus, the research takes the form of a case study with a communicative approach on a DFGs. The intervention is carried out in a special school located in Valencia during the 2018–2019 and 2019–2020 academic years with a group of 19 non-mixed female students, female teachers, and the mother of one of the students. The study analyzes which are the transfer criteria to incorporate the DFGs in a special education context and what is their impact on the prevention of gender violence in girls with disabilities. The data collection techniques consist of two in-depth interviews, analysis of the field diary of 24 intervention sessions and a focus group with seven teachers. It is demonstrated that DFGs are successfully transferred to the special education context of the case study. The results show how contexts of safety, solidarity and friendship are generated which protect adolescent girls with disabilities from relationships with gender violence.

Highlights

  • Gender-based violence is a growing problem in the 21st century, affecting young girls of all cultures and countries at increasingly younger ages

  • Dialogic Feminist Gatherings (DFG) coordinator and female professors highlighted important elements for DFG to be successful in special education contexts with adolescent girls

  • DFG Periodicity and Time In the interview with the coordinator (INT1), she highlighted that the weekly meetings made it difficult for the girls to participate in DFG, since it is important to prepare oneself at home for the meeting by reading or watching the material combined for the dialogue

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Summary

Introduction

Gender-based violence is a growing problem in the 21st century, affecting young girls of all cultures and countries at increasingly younger ages. Frontiers in Psychology | www.frontiersin.org de Mello et al. Dialogic Feminist Gathering in SEN to the latest World Bank (2019) report, “Violence against women and girls with disabilities,” it is estimated that globally, one in three women and girls with disabilities will experience genderbased violence in their lifetime. It is known that almost one in three girls aged 15–19 years has experienced gender-based violence in their sexual relationships (World Health Organization, 2018). According to a World Bank (2019) report this risk could reach 3–4 times higher for girls with disabilities. In the case of the World Bank (2019) report, the data show that the situation has not improved for girls and young women with disabilities, who today face 10 times more gender-based violence than women and girls without disabilities

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