Using transformative pedagogies for the prevention of gender-based violence: Reflections from a secondary school-based intervention

Abstract

abstract This article describes an initiative aimed at addressing gender violence, and in particular sexual violence. Implemented in 2014 in a township secondary school in Durban, the initiative involved six peer educators from the Durban University of Technology and 10 from the secondary school. In its design, the initiative has drawn from what might be called ‘transformative pedagogies’. Moreover, located more broadly within feminist pedagogies, the project focused on work that emphasises the creation of safe spaces in education for young female learners. This was aimed at enabling participants’ deep reflection on the self, addressing both structure and agency. Our analysis suggests that through its pedagogy, the initiative created a platform for both male and female students to speak about their experiences of violence and forge new ways of talking about and addressing sexual abuse. Further, the process was successful in enabling an appreciation of difference and resourcefulness among the participants. This article highlights the potential value of transformative and feminist pedagogies in addressing gender-based violence, and particularly sexual violence among learners in secondary schools.