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‘This is a competition’: The relationship between examination pressure and gender violence in primary schools in Kenya

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  • Vanner, Catherine

Abstract

This study explores the relationship between gender violence in schools and teaching and learning processes in two case study primary schools in Kirinyaga County, Kenya. For seven months in 2015, the following qualitative methods were used: participant observation, individual teacher interviews, individual art-based student interviews and member-check interviews with teachers and students. Findings indicate that examination pressure can directly and indirectly perpetuate gender violence in schools by using corporal punishment and public humiliation as motivational tools and by diverting resources from efforts to enhance safety and equality to ever more time for exam preparation.

Suggested Citation

  • Vanner, Catherine, 2018. "‘This is a competition’: The relationship between examination pressure and gender violence in primary schools in Kenya," International Journal of Educational Development, Elsevier, vol. 62(C), pages 35-46.
    • Handle: RePEc:eee:injoed:v:62:y:2018:i:c:p:35-46
    DOI: 10.1016/j.ijedudev.2018.02.001
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    References listed on IDEAS

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    1. Roberts, Daniel M., 2015. "Cracks in support for two Tanzanian rural primary schools with high performance on national exams," International Journal of Educational Development, Elsevier, vol. 43(C), pages 32-40.
    2. Mairead Dunne & Ricardo Sabates & Cynthia Bosumtwi-Sam & Andrew Owusu, 2013. "Peer Relations, Violence and School Attendance: Analyses of Bullying in Senior High Schools in Ghana," Journal of Development Studies, Taylor & Francis Journals, vol. 49(2), pages 285-300, February.
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    Cited by:

    1. Bhana, Deevia & Janak, Raksha & Pillay, Daisy & Ramrathan, Labby, 2021. "Masculinity and violence: Gender, poverty and culture in a rural primary school in South Africa," International Journal of Educational Development, Elsevier, vol. 87(C).
    2. Parkes, Jenny & Ross, Freya Johnson & Heslop, Jo, 2020. "The ebbs and flows of policy enactments on school-related gender-based violence: Insights from Ethiopia, Zambia, Côte d’Ivoire and Togo," International Journal of Educational Development, Elsevier, vol. 72(C).
    3. Aragonés-González, María & Rosser-Limiñana, Ana & Gil-González, Diana, 2020. "Coeducation and gender equality in education systems: A scoping review," Children and Youth Services Review, Elsevier, vol. 111(C).

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