Sexual Violence against Girls in Schools: Addressing the Gaps between Policy and Practice in Awaso, Ghana

Autor/inn/en	Proulx, Geneviève M.; Martinez, Andrea
Titel	Sexual Violence against Girls in Schools: Addressing the Gaps between Policy and Practice in Awaso, Ghana
Quelle	In: Journal of Applied Research on Children, 4 (2013) 2, Artikel 9 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-5834
Schlagwörter	Foreign Countries; Sexual Abuse; Rape; Violence; Females; Child Safety; Incidence; Prevention; Barriers; Etiology; Children; Childrens Rights; International Law; Treaties; Low Income Groups; Social Bias; Religious Factors; Social Networks; Gender Differences; Power Structure; Ghana + Suchen Sie Ihr Suchwort? Ausland; Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; Gewalt; Weibliches Geschlecht; Vorkommen; Prävention; Vorbeugung; Ätiologie; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Abkommen; Social network; Soziales Netzwerk; Geschlechterkonflikt
Abstract	Despite the established relationship between girls' education and several social development outcomes, gender disparities in education remain particularly concerning. Among the many obstacles that still hinder girls' access to quality education, sexual violence against girls in schools (SVAGS) is one of the most worrying but also one that has received the least attention in light of recent efforts to increase girls' attendance in school. This article explores the interface between the seemingly solid Ghanaian legal and policy framework to protect children in educational institutions and the high incidence of SVAGS in such institutions. Its purpose is twofold: to identify the major barriers to fighting SVAGS in Awaso, a rural Ghanaian town, and to highlight strategies for lifting those barriers. Using classroom observation, focus group discussions and interviews with students, teachers, parents, NGO staff and government representatives, it explains how lack of knowledge, lack of financial resources, deep-set values and popular perceptions of masculinity, femininity and violence against women and girls contribute to SVAGS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01