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Making meaning from data on school-related gender-based violence by examining discourse and practice: insights from a mixed methodology study in Ghana and Mozambique

Heslop, J; Parkes, J; Januario, F; Sabaa, S; (2019) Making meaning from data on school-related gender-based violence by examining discourse and practice: insights from a mixed methodology study in Ghana and Mozambique. Compare , 49 (1) pp. 64-80. 10.1080/03057925.2017.1385388. Green open access

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Abstract

Efforts to address school-related gender-based violence (SRGBV) globally are hampered by conceptual and methodological difficulties in capturing meaningful data needed to inform policy and practice. Whilst the emphases of influential studies tend to be on measuring practice of violence, the authors investigate whether they can develop a more meaningful analysis that incorporates attention to both discourse and practice. They do this by examining data collected through a five-year mixed-methods study assessing change in SRGBV in Ghana and Mozambique. The analysis reveals how in the two quite different contexts there were different discursive emphases and in turn practices which were invisible in the SRGBV disclosure data. They identify how both quantitative and qualitative data contribute to understanding changing gender violence in ways that can be illuminating. It is by understanding the interplay between discourse and practice that can really help us understand ‘what works’ to address SRGBV.

Type: Article
Title: Making meaning from data on school-related gender-based violence by examining discourse and practice: insights from a mixed methodology study in Ghana and Mozambique
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03057925.2017.1385388
Publisher version: https://doi.org/10.1080/03057925.2017.1385388
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Gender, sexual, violence, mixed methods, Ghana, Mozambique
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10033258
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