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Gender, Education and Violence – an International Dimension 7 th December 2012 Sattavis Patidar Centre, Wembley

Gender, Education and Violence – an International Dimension 7 th December 2012 Sattavis Patidar Centre, Wembley. Paula and Peter Imafidon. Who are the brother and sister on the front and what do they have to do with Gender, Education and Violence – an international dimension ?

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Gender, Education and Violence – an International Dimension 7 th December 2012 Sattavis Patidar Centre, Wembley

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  1. Gender, Education and Violence – an International Dimension 7th December 2012 SattavisPatidar Centre, Wembley Paula and Peter Imafidon

  2. Who are the brother and sister on the front and what do they have to do with Gender, Education and Violence – an international dimension? Peter and Paula - dubbed the brainiest children in Britain by Sky TV - did their GCSE in Maths at the age of 6 years and A level at aged 9. They therefore have overturned statistics which predict that Black African children at Key Stage 2 given their current rate of progress within British schools, would take nearly 50 years to close the attainment gap with their predominantly white peers in English and Maths. (Fairness and Freedom: the final report of the equalities review, Cabinet Office, 2007) However, had they both been born in for e.g. northern Uganda…. and they were in their late teens… and the sister found herself pregnant and unmarried…. it would be her brother, father or uncle, whose duty it would be to throw her to her death over a particular waterfall which is part of the source of the Nile. It has been said that this gender based violence stopped when a sister held on to her brother and both fell to their death.

  3. Globally, there is clear evidence of gender inequalities in • public health, (morbidity and mortality rates) • education (school enrolment, drop out, subject &career choices, progression rates) • employment (wage levels, unemployment rates, occupation sector) • poverty and illiteracy indicators Now, let’s look at some figures relating to health and education as they impact on women and girls in Africa…..

  4. Gender Analysis in relation to sexual violence • Commercialisation and media use of women’s bodies for advertising as well as the growth of the pornographic industry, sustain and perpetuate views of women as sexual objects for male pleasure and gratification. • Social norms that require female sexual passivity and economic dependence on men make it difficult for women to insist on mutual fidelity or condom use. • Social and cultural norms that contribute to violence against womenincluding sexual abuse, domestic violence, female genital mutilation, acid attacks, rape and murder • Intersection of race and gender : disproportionality of perpetrators and victims from communities who themselves are marginalised and excluded. Social and cultural norms that contribute to xenophobia, violence and discrimination against Black people, ethnic groups and visible minorities • Women victims of violence tend to suffer in silence, rarely receive legal protection, rehabilitative care, or compensation.

  5. Sexual exploitation of young women in relation to gangs as Gender Based Violence (GBV) GBV = umbrella term for a harmful act that is perpetrated against a person’s will, and that is based on gender differences between males and females • Gender stereotypes reinforce socially sanctioned belief that men have the right to control women in relationships and the right to use force to ensure that control • Hyper masculinity, violent initiation, sexual violence and territoriality of gangs –is comparable to urban combatants or child soldiers in the developing world. • Abuse is usually orally or anally rather than vaginally, as they are viewed as more humiliating and gives the perpetrator more control* • Sexual violence was used to “threaten, punish or control young women” who are seen as the gang member’s property* • In some cases women (sisters, girlfriend’s, cousins and daughters) are exchanged to settle drug debts and avoid retribution.* * The Office of the Children’s Commissioner’s Inquiryinto Child Sexual Exploitation In Gangs and Groups (2012)

  6. Recommendations from Women in an Insecure World: Violence against Women Facts,Figures and Analysis include the following : • 1. Prevention • 1.2 Prevention through awareness-raising and training • a. Increased awareness-raising on the rights of women and gender-based crimes • b. Effective training for all actors in society • 1.1 Prevention through research • a. Effective collection of gender-disaggregated data • b. Furthering research on causes, consequences and solutions • c. Effective monitoring and assessment • 2. Protection • 2.1 Protection through law • a. Universal ratification of international instruments on international human rights and • humanitarian issues • b. Effective implementation of legal reforms and improvement of access to justice • c. End impunity by ensuring adequate punishment of perpetrators • 2.2 Protection through institutions • a. Strengthening of institutional mechanisms for protection: coordinated approach • b. Allocation of proper budget • c. Establishment of shelters and support mechanisms • d. Protection of women in armed conflict • 3. Empowerment • 3.1 Empowerment through education and employment • 3.2 Empowerment of women through their participation in decision-making Excerpted from M. Valchova and L. Biason, eds. Women in an Insecure World: Violence against Women Facts, Figures and Analysis, Centre for the Democratic Control of Armed Forces (DCAF) (Geneva, 2005).

  7. Back to the role of Education in reducing violence…. The Kenny Report “Too many young Black people grow up believing that the doors of employment and education are shut on them….The education system plays a major part in piloting the lives of many young people…and leading (them) into the gang lifestyle and setting them up to fail.”

  8. Three out of the 10 recommendations in the Kenny Report (2012) are in relation to education and schools: • Alternative to Pupil referral units • Robust careers advice for children from year 7 • Relationship and Socialisation Awareness

  9. Call to Action: 1. Prioritise sexual violence against girls and young women as a major public health, education and human rights issue,(i.e. sexual and gender based violence) not just a welfare and child protection issue 2. Interventions need to lead to the empowerment of girls and women to assert their rights from the “bedroom to the boardroom”, in schools and on the streets 3. The government need to ensure the safety and wellbeing of all their citizens and ensure equality of access to education, employment, health and public services. Presentation by Patricia Lamour/Pat Lee-Sang

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