‘It's breaking quite big social taboos’ violence against women and girls and self-defense training in Nepal

Standing, Kay; Parker, Sara; Bista, Sapana

doi:10.1016/j.wsif.2017.09.006

Cited by 3 publications

(3 citation statements)

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“…Several studies (Miller, 2016;Standing et al, 2017, Neupane, 2019 reported that the places like homes, communities, media, and schools practise different gender roles as parents give more workload to their daughters than sons; girls may get less support to select the subject and continue their studies in schools. The gender bias teaching methods, examples, and selected lessons in schools may reproduce gender gaps in learning.…”

Section: Gender Discriminationmentioning

confidence: 99%

“…Similarly, due to regular gender-based harassment at schools, I found some girls increased their irregularity and decreased their learning achievement. In Nepal, Standing et al (2017) explored that majority of the girls had experienced some forms of sexual harassment from their peers, strangers, and sometimes from their teachers in schools, public places, and on roads. One of the reasons behind poor performance and irregularity of girls at schools might be sexual harassment either by their peers or teachers.…”

Section: Sexual Harassmentmentioning

confidence: 99%

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EFL Female Teachers' and Students' Experiences of Gender Discrimination in Rural Nepali Schools

Neupane

2022

ELT Perspectives

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Gender discrimination in schools is a serious problem in developed and developing countries including Nepal. Literature shows that gender discrimination in educational institutions, like in other workplaces, is common. My experience as a teacher and the cross-road conversation with some EFL female teachers and students triggered me to study the issue of gender discrimination in schools critically. The purpose of the study reported here was to explore EFL female teachers' and students' experiences of gender discrimination in Nepali schools. Using qualitative phenomenology design, I collected information through semi-structured interviews with eight female teachers and eight students from four schools in a district. The result showed that many female teachers and girls experienced various forms of gender-based discrimination such as psychological and emotional torture, sexual harassment, inequality in assigning roles and responsibilities, discrimination in hiring, unequal wages, disrespect, gender-based bias in grading, and lack of gender-inclusive curriculum and textbooks in schools. Similarly, the paper suggests the teachers and the stakeholders develop gender-inclusive curricula and promote positive gender socialization for gender equality in schools.

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Section: Gender Discriminationmentioning

confidence: 99%

Section: Sexual Harassmentmentioning

confidence: 99%

EFL Female Teachers' and Students' Experiences of Gender Discrimination in Rural Nepali Schools

Neupane

2022

ELT Perspectives

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“…Some feminist researchers on sexual assault contend that holding women capable of avoiding and resisting rape is entirely compatible with refusing to blame women for men's violence against them (Abbey et al, 1996;Ullman, 2007, p. 424;Hollander, 2009;Standing, Parker, & Bista, 2017). While insisting that perpetrators are solely responsible for their crimes, experts on trauma hold that learning strategies to avoid being victimised in future can help survivors recover from sexual assault because it helps them develop their personal agency and sense of safety (Herman, 2015, pp.…”

Section: Thinking About Moral and Causal Responsibilitymentioning

confidence: 99%

The dilemma of rape avoidance advice: Acknowledging women's agency without blaming victims of sexual assault

Curchin

2019

Women's Studies International Forum

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This article addresses the question of whether there is a legitimate role for rape avoidance advice for women as part of a larger suite of efforts aimed at reducing the prevalence of men's sexual violence. It highlights an apparent dilemma between acknowledging women's agency and placing the blame for sexual violence on perpetrators rather than victims. The article builds upon analysis of the phenomenon of responsibility by moral and political philosophers to suggest a clearer way of thinking about this dilemma. I argue that because causal responsibility is a necessary but not sufficient element of moral responsibility, it is logically possible to hold that some victims could have prevented their rape and at the same time hold they are not blameworthy. I go on to argue that this poses a dilemma for feminists concerned to end rape, in that the practical interests of individual women in avoiding rape might at times be in conflict with women's strategic interests in ensuring that the burden (task responsibility) for ending rape rests with men (as potential perpetrators). I argue that while it is logically possible that some rape avoidance advice could help some women reduce their likelihood of being raped, the legitimate role for rape avoidance advice is circumscribed by its impact on women's strategic interests. The worth of rape avoidance advice in general should not be dismissed out of hand. However, the legitimacy of particular pieces of advice need to be assessed in terms of their impact on women's strategic and practical interests and this will vary depending on the quality and source of the advice.

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Indigenous mountain people’s risk perception to environmental hazards in border conflict areas

Ahmed

Sammonds

Saville

et al. 2019

International Journal of Disaster Risk Reduction

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‘It's breaking quite big social taboos’ violence against women and girls and self-defense training in Nepal

Abstract: The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Cited by 3 publications

References 31 publications

EFL Female Teachers' and Students' Experiences of Gender Discrimination in Rural Nepali Schools

EFL Female Teachers' and Students' Experiences of Gender Discrimination in Rural Nepali Schools

The dilemma of rape avoidance advice: Acknowledging women's agency without blaming victims of sexual assault

Indigenous mountain people’s risk perception to environmental hazards in border conflict areas

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