School, sexuality and problematic girlhoods: reframing ‘empowerment’ discourse

Pincock, Kate

doi:10.1080/01436597.2017.1415141

Cited by 18 publications

(6 citation statements)

References 21 publications

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“…Finally, we acknowledge critical debates around girls' empowerment and gender equality, as well as their intersection in humanitarian settings. While girls' empowerment has often been constructed as an instrumental outcome of development programmes geared towards increasing the human capital of girls, these conceptions lack the nuance required to view empowerment through its true complexities: as a dynamic process, often lacking linearity, and as an intrinsic outcome which tackles structural power dynamics and promotes choice (Cornwall 2018;Pincock 2018;Murphy 2013;Kabeer 2005). Acknowledging the multidimensional nature of empowerment is particularly critical in such a pressured and unstable environment such as displacement.…”

Section: Conceptual Framingmentioning

confidence: 99%

‘I Just Keep Quiet’: Addressing the Challenges of Married Rohingya Girls and Creating Opportunities for Change

2021

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Child marriage among Rohingya refugees living in Cox’s Bazar, Bangladesh, is driven by economic strain and deep-seated gender norms. Mounting evidence shows the harmful effects of child marriage, and SDG 5.3 underpins a global impetus to eliminate it. Our mixed-methods research across refugee camps in Ukhia and Teknaf Upazilas included quantitative surveys and qualitative interviews (IDIs) with married and unmarried girls and their parents, and focus group discussions (FGDs) with parents of married and unmarried girls, boys, and community members to understand Rohingya perspectives on child marriage, the role of norms in displacement, and how married girls’ capabilities are impacted by their marital status. We find that married girls face increased gender-based violence (GBV) risks, including intimate partner violence (IPV), and greater mental distress. While norms are shifting for older Rohingya women, married girls are excluded from social participation or personal growth beyond the household. We argue that involving married girls in community activities and vocational training designed according to local market needs may empower married girls.

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Section: Conceptual Framingmentioning

confidence: 99%

‘I Just Keep Quiet’: Addressing the Challenges of Married Rohingya Girls and Creating Opportunities for Change

2021

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“…For instance, there is evidence from a four-country study in sub-Saharan Africa that some adolescent girls may engage in age-disparate transactional sex to pay for school fees, school materials, and transport to school, and once they have engaged in premarital sex, they are at a higher risk of leaving school due to pregnancy or early/forced marriage [ 18 ]. In Tanzania, there is also evidence that inequitable gender norms are reproduced within schools, such as between students and teachers, and reports indicate that many in-school adolescent girls face sexual harassment and abuse from male peers and teachers [ 20 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

Qualitative evaluation of an edutainment intervention to prevent age-disparate transactional sex in Tanzania: Changes in educational aspirations and gender equitable attitudes towards work

Pichon,

Buller,

Gimunta

et al. 2024

PLOS Glob Public Health

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Age-disparate transactional sex is a major contributor to the disproportionate rates of HIV experienced by adolescent girls in sub-Saharan Africa, and a key driver of unintended adolescent pregnancy. This paper comprises one element of the impact evaluation of the Learning Initiative on Norms, Exploitation and Abuse (LINEA) radio drama intervention to prevent age-disparate transactional sex. It provides new insights into the radio drama’s influence on distal drivers of age-disparate transactional sex identified in formative research: girls’ own educational aspirations, and gendered attitudes towards work. The intervention, which targeted adolescent girls and their caregivers in the Shinyanga Region of Tanzania, uses an edutainment approach to prevent transactional sex between girls aged 12–16 years and men at least 5–10 years older. We distributed the 39-episode radio drama on USB flash drives to 331 households and conducted longitudinal in-depth interviews with 59 participants. We conducted a thematic analysis of endline (December 2021) transcripts from 23 girls, 18 women caregivers, and 18 men caregivers of girls (n = 59), and midline (November 2021) transcripts from a sub-sample of these participants: 16 girls, 16 women and 13 men (n = 45). Findings suggest the radio drama created an enabling environment for preventing age-disparate transactional sex by increasing girls’ motivation to focus on their studies and remain in school. There was also strong evidence of increased gender-equitable attitudes about work among girls and women and men caregivers. These supported women joining the workforce in positions traditionally reserved for men and challenging the male provider role. Our findings suggest that the LINEA radio drama can supplement interventions that address structural drivers of age-disparate transactional sex. The radio drama may also have impacts beyond preventing age-disparate transactional sex, such as reducing girls’ HIV morbidity and mortality, and challenging attitudes that promote sexual and gender-based violence to foster more gender-equitable communities across Tanzania.

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“…While traditional interventions often focus on SRH service provisions through healthrelated institutions, prior research, including studies by Part et al (2016) and Moise et al, (2017), recognizes the advantages of freely available, age-appropriate educational materials. In the Global South and within the Ugandan context, interventions have been implemented, primarily prioritizing education as an empowerment tool (e.g., Stambach, 2000;Wamoyi et al, 2015;Pincock, 2018;Perehudoff et al, 2022;Blaak, 2023). The emphasis has been placed on girls, with anticipated benefits including heightened awareness, the ability to make informed decisions about SRHR, and seeking relevant services.…”

Section: Introductionmentioning

confidence: 99%

Applying ADDIE Model to Develop Multimedia Lessons for Adolescent Reproductive Health Education in Uganda

Bada,

Atcero,

Dopia

et al. 2024

udslj

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This study aimed to develop and evaluate a multimedia application intervention for adolescent sexual reproductive health education in secondary schools in Uganda. The lack of access to quality reproductive health education and services, exacerbated by the recent COVID-19 pandemic, contributes to unplanned pregnancies, health complications, and sexual and gender-based violence (SGBV) among adolescents in Uganda. Researchers and teachers collaborated to create multimedia lessons covering topics such as sexual reproductive health and rights (SRHR) and SGBV for adolescents in participating schools. The educational content and format were co-designed to better incorporate the local context and address priority issues by involving end users of the software (adolescents and their teachers) as content contributors during the development phase. The innovative multimedia application was developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A student manual was also created as a teaching tool, providing educators with lesson introductions and guiding questions for post-lesson group discussions. The manual includes a simplified print version of the educational content, ensuring that students and teachers in schools without ICT resources can benefit from the intervention. Questionnaires were developed and administered to 14 Results indicate that all 14 trained teachers demonstrated improved knowledge about the use of multimedia applications to deliver adolescent-friendly sexual reproductive health (SRH) education. Additionally, all 14 teachers self-reported that the multimedia application is a feasible and acceptable method to deliver adolescent-friendly SRH education.

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School, sexuality and problematic girlhoods: reframing ‘empowerment’ discourse

Cited by 18 publications

References 21 publications

‘I Just Keep Quiet’: Addressing the Challenges of Married Rohingya Girls and Creating Opportunities for Change

‘I Just Keep Quiet’: Addressing the Challenges of Married Rohingya Girls and Creating Opportunities for Change

Qualitative evaluation of an edutainment intervention to prevent age-disparate transactional sex in Tanzania: Changes in educational aspirations and gender equitable attitudes towards work

Applying ADDIE Model to Develop Multimedia Lessons for Adolescent Reproductive Health Education in Uganda

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