TY  - JOUR
PY  - 2022//
TI  - Teaching and learning with power and privilege: student and teacher identity in education about gender-based violence
JO  - Teaching and teacher education
A1  - Vanner, Catherine
A1  - Holloway, Allison
A1  - Almanssori, Salsabel
SP  - e103755
EP  - e103755
VL  - 116
IS  - 
N2  - Gender-based violence (GBV) is a global concern that disproportionately impacts girls and marginalized communities; there is a need to better understand public education's role in enhancing understanding of GBV. This study uses qualitative participatory methods to study the experiences of 14 Canadian teachers who teach about GBV. Participants struggled to balance teaching their most privileged students about GBV while protecting students more likely to have experienced it directly. Feminist pedagogy of GBV should utilize strategies and curriculum that are action oriented and rooted in both the systemic contexts of GBV and the intersectional lived experiences of students and teachers.<p />  <p>Language: en</p>
LA  - en
SN  - 0742-051X
UR  - http://dx.doi.org/10.1016/j.tate.2022.103755
ID  - ref1
ER  -