Hegemonic masculinity and institutional betrayal: an oppressive silencing of the feminist ear in Burkina Faso secondary schools

Abstract

ABSTRACT This article draws from a qualitative study that examines teachers’ responses to school-related gender-based violence (SRGBV) in two secondary schools in Burkina Faso. To analyse educators’ responses, we apply the lens of hegemonic masculinity and the concept of institutional betrayal to argue that schools justify the subordination of women and perpetuate SRGBV rather than protect vulnerable individuals. We contend that despite having a strong legal framework and official reporting mechanisms, oppressive systems of gender relations (gender regimes) in secondary schools in Burkina Faso (re)traumatize victims and women teachers, or whistle-blowers. Furthermore, we find that gender regimes in schools function to exploit women teachers’ labour: women teachers are tasked with addressing SRGBV while they simultaneously experience institutional gaslighting and devaluation of their efforts. This research contributes to discussions on how social norms and gendered institutions impact SRGBV policy implementation and teachers’ abilities to make transformative change.