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This document provides an in-depth look at the current landscape of bias and peer victimization as reported by students and teachers from across the nation. In addition to examining various types of bias, including those based on race/ethnicity, religion, body size, and ability, this report provides a focused look at LGBTQ issues in secondary schools. Comparing findings to a similar survey conducted in 2005, the report discusses the progress that has been made over the past ten years, as well as highlights the challenges that remain. …
Teacher training programmes that improve teachers' capacity and confidence to address homophobia in South African schools will engender non-homophobic school contexts. Currently, there is a dearth of educational research on future teachers' preparation for homophobic school contexts. …
The first section of this document outlines the background context. It is followed by 6 parts: 1) Awareness raising and prevention of GBV, 2) Standardised procedures, guidelines and training materials, 3) Capacity strengthening of service providers, 4) Legislation, advocacy and lobbying, 5) Rehabilitation, 6) Coordination, research, monitoring and evaluation.
Over the last two decades real progress has been made towards lesbian, gay, bisexual and transgender (LGB&T;) equality in Britain. Yet, the government acknowledges that too many LGB&T; people still face prejudice because of their sexual orientation or gender identity at every stage in their lives. This includes homophobic, biphobic and transphobic (HB&T;) bullying in schools, which, despite efforts, remains a problem. Preventing and tackling HB&T; bullying in schools is important because it can stop LGB&T; people reaching their full potential. …
Based on interviews with more than 50 LGBT students and former students in fourteen prefectures throughout Japan—as well as teachers, officials, and academic experts—this report documents bullying, harassment, and discrimination in Japanese schools based on sexual orientation and gender identity or expression, and the poor record of schools when it comes to appropriately responding to and preventing such incidents.
Most countries do not know much about the outcomes or impact of activities related to gender based violence. Gender based violence undermines both social and economic development and the individual’s capacity for realising her or his rights and potentials under already strained conditions. Statistical data in the Seychelles points to the growing phenomenon of gender based violence. …
El documento abajo intenta presentar una primera aproximación a las respuestas que desde la educación se vienen dando en relación a la orientación sexual y la identidad de género. Por un lado, trata de identificar los desarrollos conceptuales y jurídicos más relevantes en el campo del derecho internacional de los derechos humanos, así como también algunos debates de trascendencia para el campo de la educación. …
La promoción de una educación desde una perspectiva de derechos humanos y de igualdad de género es una prioridad para la Campaña Latinoamericana por el Derecho a la Educación (CLADE). En tal sentido, CLADE impulsa iniciativas para apoyar, promover y proteger el derecho a la educación en condiciones de igualdad, libre de estereotipos, de discriminación y de violencia. …
This paper interrogates the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique. Through deploying an analytical framework of positioning within multiple discursive sites, the authors argue that although the dichotomy misrepresents the complexity of contemporary communities, it is nonetheless deployed by girls, educational initiatives and researchers in their reflections on girls’ sexual practices and sexual violence. …
In 2015, AIDSFree conducted a review of the PEPFAR Gender-Based Violence Initiative (GBVI) in the Democratic Republic of Congo, Mozambique, and Tanzania. The $55 million, three-year, interagency initiative integrated GBV prevention and response into existing HIV prevention, care, and treatment programs at health facility, community, and policy levels. …
Between 2011 and 2012, 40.1% of all sexual offences in South Africa involved children under 18. Important scholarship has demonstrated how large-scale social and economic inequalities structure African girls’ risk to and experience of sexual violence leading to a condemnation of violent masculinities and the social processes that produce it. Under conditions of chronic poverty and unstable living conditions, girls’ vulnerability to sexual violence is increased. …
Educational institutions are places where learners, regardless of their age, gender, ethnicity, religion and sexual orientation, are expected to be safe. They are also spaces with a huge potential to create social change.
More than 246 million children are subjected to gender-based violence in or around schools every year. This is a violation of their human rights, and a form of gender-discrimination that has far-reaching physical, psychological and educational consequences.
This rigorous literature review was commissioned by UNICEF, with the aim of examining research evidence on approaches to addressing school-related gender-based violence (SRGBV). While the scope of the review was global, an emphasis was placed on research in low- and middle-income countries. The review addressed the following questions: 1. What does research evidence tell us about the kinds of policies and practices being used to address SRGBV, and in what contexts, around the world? What concepts and ideas underpin these interventions, and what are the implications for addressing SRGBV? 2. …
На III Международном конгрессе «Образование личности: стандарты и ценности», который прошел в Москве 24-25 сентября 2015, было представлено пособие для руководителей и сотрудников общеобразовательных и профессиональных образовательных организаций "Школа без насилия". …
