Introduction: Gender, Sexuality, and Violence in Education—A Three-Ply Yarn Approach

Abstract

are gendering "agencies" (Allen, 2012) and embody sexual significance for children and young people. It is within these sites that gender, sexuality, and power collide, often becoming visible as violence. Resonating with the work of Epstein, O 'Flynn, and Telford (2000), a key issue for us is the way in which gender and sexualities are "manufactured in/by schools and universities" (p. 2), embedded within socio-historical relations and underlined by inequalities and violence.We offer a contribution to the field of sexuality and gender violencebased studies in educational spaces by bringing together young-person centred studies that identify how gender and sexual practices are imbricated in violent relations and inequalities. In so doing, we add to a significant body of work which, for at least the last 2 decades, has found that children and young people's experiences in educational institutions worldwide are active experiences of sexuality and gender, as well as of the inequalities they perpetuate (

Children’s Work in African Agriculture

“…In SSA, gender violence, corporal punishment and bullying are the three areas of obvious harm that have come to greatest prominence over the last two decades Leach et al, 2014;Parkes et al, 2016), propelled by high-profile international campaigns for their global eradication, usually framed within the discourse of child rights. These forms of violence can all be conceptually linked within an analysis of school as a gendered institution operating within broader societal gender norms and power relations (Connell, 1987;Bhana et al, 2021) and within violent historical processes, such as colonialism and apartheid (Epstein and Morrell, 2012;Adzahlie-Mensah, 2014). Yet corporal punishment and bullying, in particular, are more often studied separately and decontextualized, within gender-neutral discourses of 'victim' and 'perpetrator/ bully', with gender only considered as a categorical variable .…”

Education and Work: Children’s Lives in Rural Sub-Saharan Africa

“…In SSA, gender violence, corporal punishment and bullying are the three areas of obvious harm that have come to greatest prominence over the last two decades (Dunne et al, 2006;Leach et al, 2014;Parkes et al, 2016), propelled by high-profile international campaigns for their global eradication, usually framed within the discourse of child rights. These forms of violence can all be conceptually linked within an analysis of school as a gendered institution operating within broader societal gender norms and power relations (Connell, 1987;Bhana et al, 2021) and within violent historical processes, such as colonialism and apartheid (Epstein and Morrell, 2012;Adzahlie-Mensah, 2014). Yet corporal punishment and bullying, in particular, are more often studied separately and decontextualized, within gender-neutral discourses of 'victim' and 'perpetrator/ bully', with gender only considered as a categorical variable (Dunne et al, 2006).…”

Children’s Work in African Agriculture

“…In SSA, gender violence, corporal punishment and bullying are the three areas of obvious harm that have come to greatest prominence over the last two decades Leach et al, 2014;Parkes et al, 2016), propelled by high-profile international campaigns for their global eradication, usually framed within the discourse of child rights. These forms of violence can all be conceptually linked within an analysis of school as a gendered institution operating within broader societal gender norms and power relations (Connell, 1987;Bhana et al, 2021) and within violent historical processes, such as colonialism and apartheid (Epstein and Morrell, 2012;Adzahlie-Mensah, 2014). Yet corporal punishment and bullying, in particular, are more often studied separately and decontextualized, within gender-neutral discourses of 'victim' and 'perpetrator/ bully', with gender only considered as a categorical variable .…”