Interrogating gender inequality to address gender violence: Using literary texts as catalysts in an English Education lecture-room

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abstract In this briefing I argue for the necessity to confront sexist values articulated by student teachers. I contend that acceptance of gender inequalities enables gender violence, and student teachers are well placed to serve as advocates for gender equality and activists against gender violence in schools. I present findings from a two-year participatory action research (PAR) study that used literary texts as catalysts to interrogate issues of gender inequality and violence. The study was underpinned by critical pedagogy and asserted an empowerment and transformation agenda. Using qualitatively analysed data from observations, interviews, focus-groups and written tasks, I found that when the student teachers, the majority of whom were female, discussed representations of gender inequality in the literary texts, they articulated an acceptance of patriarchy. While they understood that patriarchy and gender violence needed to be denounced, they perpetuated those values. The study thus had to engage them to confront such values. However, as the cycles of the study proceeded, they were able to interrogate issues of gender from an informed position and thus engender their journeys towards empowerment and transformation.